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Parent
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BACKGROUND TO PROJECT
• There
have been several small projects over the past two years
starting to address these issues, and receiving a positive
response. We consider this to be further evidence of
need, and we seek to draw and build on their experience.
Especially we refer to the projects run by the Wellspring
Centre in Ashburton, Victoria and involving small, elective
groups from various schools of different denominations
in and to the ‘Goodness and Kindness’ program
which has been operating for younger age groups within
NSW.
• A conference of faith schools held
on 27th August 2005 at Minaret College, Springvale, Victoria
showed strong support and interest for our proposals
and the proposal has also been enthusiastically received
by other schools approached informally, who consider
it to be timely and important.
• The response
of some international and local leaders, media commentators
and the general public to recent terrorist incidents
overseas, and the perceived links between aspects of
religious teaching and the actions of terrorists suggests
that community relationships are becoming strained.
PROCESS
• We will use an experiential
educational approach emphasising action, drawing on the
work from the Goodness
and Kindess project conducted in NSW. This method
seeks to build on the strengths of the participants and
their existing positive attitudes.
• An interactive
session for a group of 100-150 young people from Year
10 level, therefore approximately 15 years old. Inspiring
role models representing the Christian, Islamic and Jewish
communities will lead a larger group presentation.
• Schools will be chosen on the basis of trying
to reach a cross section of the different types of schools
in Victoria. It is hoped that the schools will incorporate
15 schools to encompass a cross section of society, including
at least one of Government, Catholic, Christian, Jewish,
Islamic, Rural, Metropolitan as well as single gender
schools.
• Discussions with schools and year
10 coordinators prior to the session in order to encourage
their involvement, gain insight into their schools’
perception of cultural and religious diversity. Gain
knowledge from them so that this workshop can address
any specific school or community level issue that may
exist.
• Development of educational material
which is to be given to school staff prior to the workshops
in order that small groups can be facilated with the
same shared knowledge, and key discussion points outlined.
• Development and publication of an online
website in order to display additional resources and
information on JCMA, and the principles of the workshops.
• Development and publication of on line surveys
to be completed prior to the workshops and following
the workshops in order to gain an understanding of the
students, parents and staff’s perceptions of the
workshops, as well as gain knowledge of their understanding
of the related religions, and issues around cultural
diversity.
• Produce a video for young people
and school staff to view during the presentation showing
interfaith work in the community.
• Timing
permits, a follow up discussion with schools and the
impact the worksop had on its students and staff.
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