Managing the feedback - Encounter, Dream, Do
We received an exceptionally large amount of feedback from the ‘Kildare Ministries Voice,’ with well over a third of delegates responding to the survey. This feedback painted a rich and vibrant picture, reflecting the hearts and minds of those present. The following summary aims to capture the dreaming of the conference
The feedback was divided into two sections: ‘Common Feedback,’ which represents the larger number of entries that were similar in nature, and ‘Diverse Feedback,’ which represents a smaller number of entries, but ones that were more unique.
We hope this method captures both common responses and more unique, creative thoughts. We also hope that the feedback sparks further conversation and questioning in the future for all of us.
Q1. What message did you hear from the students' conversation?
| Common Feedback | Diverse Feedback |
-Proud to be a part of a Kildare Ministries school -Mental Health resourcing and protections -Inclusivity -Diversity -Safety -Confidence -Student Voice -Equality -Belonging -Gratitude for Brigidine / Presentation culture -The importance of our shared values -‘If you could be more inclusive, why wouldn’t you?’ | -Combined action and collaboration, shared advocacy as powerful -‘Dare, dare, (Kil)dare' -‘Visible’ inclusivity -Minority cultural expression, experience, and visibility -Students value programs that connect year levels -Schools are more about shaping identities than textbooks -‘I think the students need to hear the trustees' statements and strategic intentions so they know this is our work for mission, our expression of Church - this is something they would sign up for’ -‘It is very evident that the young people do not see the differences or have the intolerances of our older generations. This is reassuring to see and provides so much hope for the future’ -‘Make it more personal for us and our students through personal testimonies or workshops’ -The Arts were so important to the students, the power of music, drama etc. -‘The kids are so keen for opportunities to get involved in the hands-on work of healing our community’ -The students love the sense of what unites them. Can we give them more opportunities to come together to sustain, inspire and encourage them in their work for justice and peace -Teachers are far more powerful than they believe and can have a far greater impact than they realize. We need to up skill staff in allowing them to believe this themselves. -A tension between liberalism and appreciation of diversity, with the need to belong. Also, a tension of insight and confidence in identity and contradiction Even though we have the same values, we all incorporate them in our own unique way. -More opportunities to work across all Kildare schools, leadership camps, projects across all schools, etc. -They appreciate a ‘loving environment;’ they feel included and heard;’ they love the opportunity to ‘learn about themselves;’ they enjoy the opportunity to work and teach younger students. -The students’ responses reminded me of the importance of focusing on the ‘big picture’ of education and how I can support my students in having the courage to stand up for their beliefs and dreams -Wouldn’t it be great if we had a youth advisory group made up of representatives from all schools and all community workers? |
Q2. In what ways can we connect with each other to help address issues of social justice and peace, especially with our community works?
| Common Feedback | Diverse Feedback |
-Choose one issue to focus on at a time, together we can make a difference -Various social media expressions -More common PD days for curriculum (various means) -Embedding the Community Works in our curriculum -Focus our fundraising on our Community Works -Common Goal for Social Justice (various means) -Student leaders all meeting on a regular basis to ensure alignment of cause -Student connection to Community Works (Various means) -Bringing all the networks / schools together (various means) solidarity -Together we make a difference (sharing energy and load) -Targeted small groups of teachers / students involved in hands-on work in the Community Works
| -Each school taking responsibility for one house guided by BASP (Brigidine Asylum Seekers Project) -Kildare Ministries to provide working conditions that allow staff to give their time to the Community Works -Time allocated to students writing letters to MPs (same week for all schools) -Align our celebration days so that we can focus on one issue at a time -Our community works could tell us where our gaps are in being culturally inclusive -Start an organisation in Brisbane -Teach advocacy skills -Why is the need for help there? -Widen the circle – connect to Indigenous leaders to inform and implement cross curricula indigenous studies -A planning team with representatives from each school needs to be set up initially so schools in the ministries can align projects. Currently schools have their own individual foci. -Staff forums to vote on collective action initiatives that we would all like to give time to. For example, developing a staff volunteering or advocacy coalition. -What we miss is concrete and tangible goals (changing refugees processing time) and then coordinating the efforts! we are direction less and so many open-ended questions -It is valuable to help the person in front of you, who needs it -I think students would love the opportunity to see and put gospel. values into practice. -Inquiry-based learning approaches for students to have the voice and lead the charge -Is there scope to develop a 4th Community Work that is run by and for First Nations People- students and families. -Teach our girls to take up more space and claim what they deserve. -Planting to help our native animals and birds. They are a vital part of our community too. -This was perfect. Throughout this we have decided to redesign our combined Year 5 English, history, religion unit to rebellious women: stories for girls who dare. -As a high socio economic white monocultural school having greater connections and working more closely with Community Works and each other is so important in raising awareness -Combined professional learning with schools. Having Community Works visit schools to encourage students to get involved. Community service for students at the Community Works not just Duke of Ed. -Pilot community-based projects linked through Kildare Ministries - BASP work expanded out to Kildare communities (e.g., Community House in each area) - Please less and disrupt more -Message from Brigid Arthur resonated with me, if you are helping 1 person and put your energy into that, and not worry about things you do not have control over, you are making a difference -Creating cross-school dialogue about how subjects can be created and delivered to students that work towards Living Justice Living Peace and support the Community Works. |
Q3. Catholic education can be a force for justice and peace. What actions can we take, as members of Kildare Ministries, to make this a reality?
| CommonFeedback | Diverse Feedback |
-Volunteering -Connective groups working together -Curriculum -Harnessing the voice and energy of our students -Using mediums of social media to keep us connected (various means) -The challenge of one action per year | -Connect with other religions with similar concerns -Do more in partnership with other education people and system administrators in dioceses so that evangelization of the Kildare Ministries way can be done. -What can we do locally to encourage global call action? -What can we do to connect to First Nations people. As a school, we could partner with a school in the NT with staff and student exchanges to develop integrated programmes of study. -We need to focus on capturing and ratifying the voices of all our diverse students -We need to listen to each other to build stronger communities -Unapologetically stand up for those who do not have a voice. Challenge narrow minded views within our schools and communities rather than turning a blind eye. -Use insight of other related networks such as ACRATH and other advocacy networks working in the church to assist with the process -Build on the connections that we have made this week to connect our schools and the work of our community organisations in actions and programs that will make a difference -Unify and embed, with greater clarity, into school core values. This will promote parent endorsement and improve school identity and value. -All schools conduct a cultural safety audit, highlighting also best practice, sharing amongst all Kildare Ministries schools. -More working together as a wide circle of communities -Harness and raise student voice from this conference, we have the “why” and need to capitalize on the momentum -Embed Indigenous history, culture into curriculum in all subjects -Embed educating about social justice in curriculum, collaboration with other schools in student leadership (build capacity), provide opportunities post school for students -Be true to ourselves, teach the whole person and try hard to avoid being isolated from real society -Always keep world context in our minds and hearts as we engage with our students in the classrooms, encouraging them to strive for justice, peace, and academic success to be agents of change -What structures are in place, if any, across Kildare Ministries schools that support students to begin the journey of action and transformation to justice? Can these be common to Kildare Ministries schools? -We already act everyday as teachers by forming students who are ethical, engaged, and informed. We should not underestimate our impact as educators - we are truly transforming the next generation -Tap into our alumni resources, get more exposure for students through speakers, more opportunities for students to interact with First Nations and refugee communities -Becoming schools of choice to become more inclusive of all - indigenous, disabled etc. -Can we incorporate social justice projects in each core subject? Manageable, short, achievable. |
