The Herald

From the Principal

Restoration through Love

Over the last couple of weeks, our school community has been dealing with a result of the fallen nature of our world, which is groaning under the weight of sin and brokenness caused by the Fall.  It was confronting to hear that the use of the word “nigger” was being used by some students to intimidate and wound other students. 

 

I want to make some comments on some fundamental guiding principles that help put our response to this issue into context.

 

LCS has developed in maturity as a Christian school over the 40+ years since its humble, yet obedient beginnings.

 

An excerpt from the LCS Teaching & Learning Policy helps in clarity as it states:

 

Teachers plan for and deliver teaching and learning which enables students to understand their place in the Biblical narrative which beginning with Creation, followed by mankind’s Fall into sin and then God’s unfolding plan of Redemption and Renewal:

  • Students learn that everything we do is part of God’s plan, whether we live in obedience to Him or in rebellion against Him, yet, we are never coerced and are completely responsible for our actions.
  • In considering Creation students learn of the wisdom, power and goodness of God demonstrated in His handiwork. Students explore God’s good design with awe and wonder; they recognise His good provision and His wise sustaining of all things. They appreciate the blessing of productive and gainful employment and of wholesome rest and recreation.
  • In considering the Fall, students are made aware of humankind’s rebellion against God. They learn of the effect of that sinful rebellion on humankind and on the Creation in general. Students learn that all sorrow and affliction, all human suffering, disease and death, are the effect and consequence of this Fall; they learn that, in contrast with humankind's original situation and circumstances (life in communion with God), the Earth is now a place of toil, strife, trial, tribulation and catastrophe. They learn that degradation and pollution of the Earth is the result of sinful humankind’s failure to exercise good stewardship of Earth’s God given resources.
  • In considering God’s Redemption and Renewal, students learn that God is working out His plan to restore union and communion with His people through the cross of our Saviour Jesus Christ. Students learn of God’s forbearance and His restraint of evil among all humankind but in particular they learn of His glorious work of grace demonstrated when His people respond by:
  1. Loving God;
  2. Building community;
  3. Becoming caretakers and good stewards of the Earth;
  4. Celebrating the life we are given;
  5. Challenging distortions;
  6. Discovering creation patterns;
  7. Embracing diversity;
  8. Expressing words in response to His goodness;
  9. Getting wisdom;
  10. Imagining and innovating;
  11. Imitating humility;
  12. Overcoming setbacks;

 

Given these principles form and inform how we teach, it is the responsibility of the school's leaders and teachers to follow them.

 

How does this apply to my opening statement?  Let me explain.

 

Along with the necessary investigation into the use of racist name calling, support to understand the need for genuine confession and forgiveness in the particular instance, came the need to address this more widely so that growth in our community would be an outcome.  Even a cursory glance at the Teaching & Learning Policy shows there is a clear link between an action that is a result of sin and an action that is a result of God’s glorious work of grace.

 

Mr Richard Sansom sent a communique to our families in Middle School in the first instance and I want to share this more widely.  It is my prayer that by so doing, it will help us all understand the dreadful effect that racist remarks can have on individuals or members of particular communities.  Here is Mr Sansom’s communique.

 

Dear Parents,

 

Last Friday, 8th November, I became aware of the relatively common use of the word ‘nigger’ throughout our upper primary and secondary school students. My subsequent investigation into Middle School students’ involvement has revealed:

 

· This word has been used casually by a number of our students over many months;

· Occasionally this word has been spoken indirectly about and directly to LCS students of African descent;

· Whilst it seems to be tacitly accepted by many students, some students have tried to speak out against it, though their objections have usually been ignored;

· Some students argue that it is just a word and that words only have power if you let them, therefore they should be free to say it and if people have an issue with it, it is their problem.

 

On Monday morning I addressed the use of the word ‘nigger’ with our Year 8 cohort, a group in which the use of this word has been common. I informed them that the use of this word is absolutely unacceptable and its use is not, and will not be, tolerated at LCS.

 

I realise that I am not the best person to try educating our students about why this word is so hurtful and offensive to many members of our school family. With this in mind, we will be having a special assembly as part of our approach to educate our students in this matter. Mrs Marilyn Gbasie and Mr John Ali will be sharing with all Year 5-10 students in Period 3 (10.20-11am) this Wednesday, 20th November.

 

We take very seriously biblical directives such as Ephesians 4:29, which states “Do not let any unwholesome talk come out of your mouths, but only what is helpful for building others up according to their needs, that it may benefit those who listen.” (NIV) This is proving increasingly challenging for our young people as they are growing up in a world where unwholesomeness is becoming ever more normalised and is accepted and endorsed in much of the media many students consume.

 

We value and strive to protect the culture of Launceston Christian School. Our Behaviour Management policy explicitly states that to “use profanity, abusive language, racial ethnic, religious or derogatory terms or obscene gestures” is Level Two behaviour. Punitive consequences, in keeping with this policy, have been administered to Middle School students who have chosen to disobey the school’s explicit instruction about not using the word ‘nigger’, and they have been helped to seek restoration of relationship with those they have wronged by using this language. We will continue to implement the Behaviour Management policy with fidelity in relation to this matter.

 

Please have a conversation with your children about this issue and I hope to see as many parents as possible at our assembly on Wednesday 20th at 10.20am.

 

Thanks and blessings,

Richard Sansom - Head of Middle School

 

At our Special Assembly, Mr Sansom introduced the truth from 1 Corinthians 12 where Paul explains how each part of the body is interconnected and how this is a reflection on how we need to understand our school community and live accordingly.  In verse 26 it says ‘If one part suffers, every part suffers with it; if one part is honored, every part rejoices with it’. 

 

This set the scene for our guests to share their story.  Mrs Gbasie and Mr Ali graciously came as representatives of their communities to help show us the deep impact that the word ‘nigger’ has on them personally and their families and their communities.  They powerfully and yet respectfully conveyed that these types of remarks, and the attitudes that can sit behind them, have no part in a diverse community that declares that they follow God’s rule.  What struck me, and brought me to tears, is the grace and compassion shown to our students by these African community leaders, even though they have been so deeply hurt by the actions of some am