This book was first published in 2016 as Pluriel et commun. Sociologie d'un monde cosmopolite by Les Presses de Sciences Po, Paris.
Contemporary Perspectives of School Belonging
Contributors are: Kelly Allen, Christopher Boyle, Jonathan Cohen, Crystal Coker, Erin Dowdy, Clemence Due, Jonathan K. Ferguson, Sebastian Franke, Michael Furlong, Annie Gowing, Alun Jackson, Divya Jindal-Snape, Andrew Martinez, Daniel Mays, Susan Dvorak McMahon, Vicki McKenzie, Franka Metzner, Kathryn Moffa, Silke Pawils, Damien W. Riggs, Sue Roffey, Lisa Schneider, Bini Sebastian, Christopher D. Slaten, Jessica Smead, Amrit Thapa, Dianne Vella-Brodrick, Lea Waters, Michelle Wichmann, and Holger Zielemanns.
Global citizenship, as a concept and a practice, is now being met with a dangerous call for insularism and a protracted ethno-nationalism based on global economic imperialism, movements for white supremacy and miscegenation, various forms of religious extremism, and identity politics, but which antithetically, also comes from the anti-globalization movement focused on building strong, sustainable communities. We see a taming of citizens that contributes to the taming of what we understand as the public sphere and the commons, the places of cultural, natural, and intellectual resources that are shared and not privately owned. The work of global citizenship education is distinguishable from the processes of a deadly globalization or destruction of the world that responds to the interlocking issues that make life on the planet precarious for human and non-humans everywhere (albeit an unequal precarity).
This book is an invitation into a conversation that explores and makes visible some of the hidden chasms of oppression and inequity in the world. It is meant to provoke both argument and activism as we work to secure common spaces that are broadly life-sustaining.
Contributors are: Ali A. Abdi, Sung Kyung Ahn, Chouaib El Bouhali, Xochilt Hernández, Carrie Karsgaard, Marlene McKay, Michael O’Sullivan, Christina Palech, Karen Pashby, Karen J. Pheasant-Neganigwane, Thashika Pillay, Ashley Rerrie, Grace J. Rwiza, Toni Samek, Lynette Shultz, Harry Smaller, Crain Soudien, Derek Tannis, and Irene Friesen Wolfstone.
Exploring Pedagogical Dimensions of Youth Ministry in Conversation with Maxine Greene
Helen Blier and Graham Stanton
Maxine Greene’s aesthetic pedagogy speaks to the sense of purposelessness felt by many young people today. Greene’s pedagogy cultivates the moral life defined as a sense of ‘wide-awakeness in the world’ through promoting the work of the imagination through engagement with the creative arts. Imagination creates community by being a precondition of empathy. Greene’s philosophy calls religious educators to create dialogic spaces of mutual concern. Theological engagement with Greene asks how the quest for meaning making is not simply a pedagogical version of sin. Charles Taylor’s analysis of authenticity identifies the ethical core in the pursuit of meaning-making. Greene’s challenge to Christian theology to give young people freedom in their spiritual choices is answered with David Bentley Hart’s notion of Christian persuasion as ‘the martyr’s gift’. Youth ministries pursue the kingdom vision of shalom in hope grounded in the resurrection of Christ.
Interplay of Imagination, Fear and Life Experience
Francisca Ireland-Verwoerd and Mary Elizabeth Moore
This paper explores transformative moments in the lives of young people, drawing from interviews and focus groups with 75 youth. We highlight the emerging theme of hope with portraitures drawn from two young women’s narratives as we give particular attention to the role of imagination, fear, and life experiences in their stories. Then we analyse more generally the interviewees’ narrations of hope and the influences that evoke, support, and/or discourage their hopes. In conclusion, we create a dialogue between the young voices and the theological literature to discover how they challenge and enlarge one another. The paper closes with proposals for educational practice.
Encountering the Stranger as a Hermeneutical and Spiritual Exercise
This article explores the world view, social position and psychological make-up of people who listen to metal music (metalheads) and the cultural reactions to this genre in order to prepare for an encounter with metalheads in religious education and youth ministry. Only when teachers and youth ministers can connect with the world view of young people can they fulfil their hermeneutical-didactical task of fostering religious identity. Using the spiritual model of Waaijman, the concept of ‘meeting a stranger’ is introduced as a spiritual exercise for teachers to open themselves to the questions of life these students are meditating. Religious motives regarding hospitality to strangers stimulate an open attitude for a fruitful dialogue. A short theory of pain, based on content analysis of 81 songs, demonstrates not only the serious character of the lyrics of metal music but also their role in sustaining metalheads in their struggles.
This article presents a reflection on a Catholic retreat for young adults, focusing on participation in faith sharing. After describing the retreat, the author incorporates the thought of Victor Turner, primarily his concept of communitas, to explain why a retreat can be a setting which prompts the sharing of such deep testimonies of faith. The cultural forms of symbols, rituals, sacred space, silence, and solitude converge to form a communitas conducive to faith sharing. To conclude, the author offers that using this lens of liminality can help to shape retreats for young adults across the ecumenical spectrum.