They Say It Takes a Village

Theology and ministry seem to be the perfect areas for some village building.

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Lauren E. Bjork

It is a common axiom of parenting that “it takes a village to raise a child.” I have heard and read this often, as a parent of young children. Now, you may be saying, ‘Sure, this may be true, but I thought this was a blog post on teaching and theology.’ And, here is where I would like to propose the idea that students and teachers need the village too.

Teachers need each other. Having worked in multiple schools, in a variety of different capacities, I can say without a doubt that teachers thrive in community, where they are not individual islands, but rather interconnected adults working effectively towards the same goals. Students need to see the example of adults living, loving, and working together in a way that does not demand that they do everything the same way, or are unwilling to challenge one another. Rather, I think our children today need to see adults respectfully debating, disagreeing, and challenging one another to be the very best version of themselves, in a way that, especially for teachers, allows for the teacher to be of service to the student. Students and teachers both benefit from the experience of living community. Committing ourselves to living and working in solidarity and love is hard, yes, but worth it.

Theology lends itself as a perfect setting for the village of teachers to come alive and thrive in education. If we are truly practicing what we teach, then the village is a natural living out of the building of the kingdom of God.  The kingdom of God on earth is not a place of perfection or even a place where we all agree, but rather it is a place where we commit to one another, rely on each other, and get busy in the work of living out faithfulness and justice.

In thinking about the village in education, I am beginning to be convinced more and more that perhaps, this is exactly what our schools need. Could the village of adults working together in service and love help combat bullying among our students? Could the message of Jesus to love one another really come alive to students if they see it embodied in their teachers? Or, perhaps the village could stand as examples of positive self-talk and body image? Even further, could the village help combat violence in our schools and greater communities? Remembering the reality that we belong to one another might be part of the necessary discussion on school violence, a nightmare that students and teachers are facing far too often. Ultimately, I think that the community built among adults is essential when trying to foster community among students. And, for theology teachers and campus ministers, this is truly the message that we teach: to develop relationships with God, with ourselves, and with others that are rooted in great love.

Of course, this applies to all educators. And yet, I do not think this is the common experience of many teachers today. Theology and ministry seem to be the perfect areas for some intentional village building, because, it is a subject and setting that in its nature calls for the development of both formation and education, ministry and academic understanding. We need to be living examples of what we teach, that is, the Body of Christ. Relying on each other is NOT a sign of weakness, but rather a response to our call to belong to one another in humility and solidarity.

How do you do “village building” in your school?

Lauren Bjork teaches theology to grades 7 and 8 at Xaverian Brothers High School in Westwood, MA. She also serves as a Director of Religious Education at her local parish in the Diocese of Worcester.

Every Week is Catholic Schools Week

the vocational call of Catholic school teachers

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by Lindsey Hughes

Since I have been able to call myself a teacher, I have been a Catholic school teacher.

And, since I have been able to call myself a teacher, I have been criticized for the type of teacher that I have chosen to be.

Whether it is a family member who chides me for working in a Catholic school, when I could be teaching history (as I intended as an undergrad) in public school “and making so much more money”, or a well-meaning friend who comes to the conclusion that I am “lucky” to teach the “easy” kids, there seems to an underlying belief that teaching in a Catholic school is some lukewarm version of the righteous struggle that the “rest” of the teachers in the world are undertaking. I would like to dispute this mild interpretation of what we, as Catholic school  educators, do on a regular basis.

Additionally, I would like to validate my belief (and likely, that of countless other educators) that the choice to work in a Catholic school is one of vocation. Author and minister Frederick Buechner, in discussing vocation, states that, “The place God calls you to is the place where your deep gladness and the world’s deep hunger meet.” It has become increasingly clear to me that Catholic schools (and those who teach in them) are meeting the “deep hungers” of our communities, often in ways that are not evident at first glance.

So, to anyone that may need a reminder, I want to definitively state that all teaching is a radical action. As a teacher, you are rejecting the general belief of so many in society that our youth are lost or misguided. You provide a place of hospitality and safety – really, of normalcy – that is not found in some of our students’ homes, neighborhoods, and families. Lest you forget that what you are doing is making a difference – I beg you to believe differently. It does. You do.

To illustrate my point further, let me provide you with two instances from my own experience. In the first, two juniors in my theology class were staying after school to work on an essay about C.S. Lewis’ Mere Christianity. I went to check on the step team’s practice (since I have recently become their moderator) and came back to these two boys looking at their iPads and phones. When I asked why they were not working on their essays, they told me they were looking at information from a recent fatal shooting in Boston. They proceeded to tell me how the young man who had lost his life had previously saved the life of an individual who fell on train tracks four years ago. Then, between themselves, they talked about others who had lost their lives recently to gang violence. As they talked back and forth about which gang these people were a part of, where they were from, and if they had seen them in their neighborhoods, it became increasingly clear – my students’ lives outside of our school are much different than what they experience in our small, Catholic school setting. So then, when we question why they hang around after school or constantly want to practice their three point shots for hours in the gym, we may want to consider what they may be avoiding, and treasure the fact that our schools have created a refuge from what they experience in so many other places.

In the other instance, a student for whom I was writing a college recommendation let me read some of his written reflections he had composed in his free time. Though I was aware that this student overcomes significant challenges just to get to school every day and have his work done for his challenging course load, this glimpse into his non-school life was quite eye-opening. He chronicled his days, explaining that after school he often goes to work until late in the evening, and once his shift is completed, makes the often-intimidating trek home to complete homework and study. What struck me most were the descriptions of the individuals he encounters on his commute home from work. Knowing who to avoid and what to say to these individuals in order to communicate his neutrality, it broke my heart to read how complicated it was for him to simply go home. It also gives me great insight into why when I taught him last year he often asked for extensions on assignments, and was late to school more than any of us would suggest. I feel so lucky to have been deemed trustworthy enough for him to share these challenging details with. I feel even luckier to have been able to brag to colleges about how great he is.

It doesn’t have to be as extreme as gang violence, it could be family issues, rigorous after school responsibilities, or the countless other struggles our students endure – regardless, I hope you can remember that the communities of acceptance, love, and yes, even safety, that we create in Catholic schools are making a difference. I believe that lives have been transformed because my exceptional colleagues and I have made a vocational choice.

If you, too, have made a similar choice, what difference does your school make in its community?  What lives have been transformed in the learning community in which you teach?”

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Lindsey Hughes currently teaches sophomore and junior theology at Saint Joseph Preparatory High School in Brighton, MA. Outside of the classroom she coaches girls’ soccer and co-ed track and field.