"Early morning" photo taken by Lois Siemens near Superb, Saskatchewan.
Sep 15, 2010
Sep 11, 2010
Schools & Peace Education
I recently wrote the following in response to a friend's question "What is it about the school that helps promote peace education efforts in your context?" I've been working with peace education in South Korea and now in Harrisonburg, Virginia while I attend Eastern Mennonite University (EMU). My response reflects my connections of my study and experience. Statistics show that most of the public school teachers in North America are women. What if women would start to pull some of these ideas into their work? How would that influence the educational systems in which children are shaped?
The peace education contexts that I’ve experience include alternative schools in Korea, a peacebuilding education organization, the Intensive English Program (IEP) at Eastern Mennonite University, public schools in a suburb of Seoul, and an English language institute in downtown Seoul. They are all very different schools, and very different contexts, however, they have several points in common.
One point of commonality is that they all have staff and faculty committed to the value of peacebuilding. Whether the commitment is for faith reasons or because people know clearly the cost of “not-peace,” each person in the organization has a personal interest and awareness of peace as a value and way of life.
Second, in all contexts teachers have a sense of ownership and belonging. There is both freedom to develop courses and classes from their own ideas, and also accountability to other educators in community. There is both flexibility and support for the educators.
Third, each of these contexts is a “learning community” in that the communities are willing, able, and eager to change and grow, and to learn more about education and peacebuilding. None of them has a sense of “we’ve arrived” or “we have the answer.” Instead they all continuously seek to provide better education and to be more peaceful.
Also, “Peace” is not just content in each of these contexts. Along with personal commitment, there is communal commitment to practicing what is taught – finding creative ways to deal with conflict that resolves issues and nurtures relationships, transforming conflict into opportunity. Perhaps there is a lower level of fear of conflict in these organizations? That may or may not be true, but something in the context suggests that these communities face conflict intentionally, knowing that it will provide opportunities for personal and communal learning.
A final point in common is abundant sharing that goes on among educators. In all cases there is either co-teaching, or at least a lot of honest dialogue about ideas in the classroom. Teachers are definitely NOT isolated.
The question that automatically arises for me, then, is how to get to this point? IEP and the public schools outside Seoul are two from this list that are transformed schools rather than new schools. It seems easier to start something new with a group of committed people, but it’s not impossible to change an existing educational organization. At IEP several recent changes from an organizational perspective, including a change in leadership, may have had something to do with it. In the suburb public schools there was an initiating point of change – a “window of opportunity” – plus a supporting organization and a small group of committed parents and teachers.
For peace education to work in schools, I think systemic change is needed, and this doesn’t happen all at once. It’s cultural, structural, and personal transformation. This is definitely not linear, but complex and multi-faceted. It takes ongoing commitment, vision, and “trial-and-error.”
The peace education contexts that I’ve experience include alternative schools in Korea, a peacebuilding education organization, the Intensive English Program (IEP) at Eastern Mennonite University, public schools in a suburb of Seoul, and an English language institute in downtown Seoul. They are all very different schools, and very different contexts, however, they have several points in common.
One point of commonality is that they all have staff and faculty committed to the value of peacebuilding. Whether the commitment is for faith reasons or because people know clearly the cost of “not-peace,” each person in the organization has a personal interest and awareness of peace as a value and way of life.
Second, in all contexts teachers have a sense of ownership and belonging. There is both freedom to develop courses and classes from their own ideas, and also accountability to other educators in community. There is both flexibility and support for the educators.
Third, each of these contexts is a “learning community” in that the communities are willing, able, and eager to change and grow, and to learn more about education and peacebuilding. None of them has a sense of “we’ve arrived” or “we have the answer.” Instead they all continuously seek to provide better education and to be more peaceful.
Also, “Peace” is not just content in each of these contexts. Along with personal commitment, there is communal commitment to practicing what is taught – finding creative ways to deal with conflict that resolves issues and nurtures relationships, transforming conflict into opportunity. Perhaps there is a lower level of fear of conflict in these organizations? That may or may not be true, but something in the context suggests that these communities face conflict intentionally, knowing that it will provide opportunities for personal and communal learning.
A final point in common is abundant sharing that goes on among educators. In all cases there is either co-teaching, or at least a lot of honest dialogue about ideas in the classroom. Teachers are definitely NOT isolated.
The question that automatically arises for me, then, is how to get to this point? IEP and the public schools outside Seoul are two from this list that are transformed schools rather than new schools. It seems easier to start something new with a group of committed people, but it’s not impossible to change an existing educational organization. At IEP several recent changes from an organizational perspective, including a change in leadership, may have had something to do with it. In the suburb public schools there was an initiating point of change – a “window of opportunity” – plus a supporting organization and a small group of committed parents and teachers.
For peace education to work in schools, I think systemic change is needed, and this doesn’t happen all at once. It’s cultural, structural, and personal transformation. This is definitely not linear, but complex and multi-faceted. It takes ongoing commitment, vision, and “trial-and-error.”
Aug 19, 2010
THE JOY OF DISCOVERING KINDRED SPIRITS
BY REBECCA JANZEN
In 2008 and 2009 I participated in a program called Serving and Learning Together, SALT, a one-year service and learning experience for young adults of the Mennonite Central Committee, MCC (www.mcc.org/salt); my blog from that time is available at www.blogs.mcc.org/salt/rebeccaj1/. Over the course of eleven months, I lived in Managua, Nicaragua, and volunteered at the Batahola Norte Cultural Centre (www.friendsofbatahola.org). Thanks to the program, I learned about Nicaraguan culture by living with a host family, attending a Nicaraguan church and interacting with my Nicaraguan coworkers.
After my year of service and learning ended, I began studying in Toronto and when my first year of a PhD program ended in May, I decided to see some friends I had in Argentina and Uruguay, and while I was there, see where my grandparents worked and where my mom was born in Paraguay, and since I was in the region, return to Nicaragua.
I did a little bit of everything. I saw impressive infrastructural developments, like the slaughterhouse and milk factory in the Menno colony in Paraguay and the Itaipú dam between Brazil and Paraguay and natural wonders, like the Iguazú Falls and the Quebrada de Humahuaca. Better still, in the Quebrada de Cafayate I went for a long bike ride where I felt like stopping to take pictures every few minutes. Most importantly I was able to meet interesting people, and in this way was able to see the beauty of my new surroundings because I was not convinced that my way was better.
By emphasizing relationship-building, especially in church-related contexts, I was able to better understand other people’s hopes, dreams and daily realities. At CEMTA, a Mennonite Conference School of Theology and Music, for example, I learned that all students everywhere procrastinate, and in Paraguay, drinking maté together makes it more fun. In Buenos Aires, the Floresta Mennonite Church invited me into its community, and I realized that all Mennonites are connected, both through faith, the Mennonite game and a commitment to peace and justice. As I return to life in Toronto, I hope to continue to seek out and develop these kinds of connections.
In 2008 and 2009 I participated in a program called Serving and Learning Together, SALT, a one-year service and learning experience for young adults of the Mennonite Central Committee, MCC (www.mcc.org/salt); my blog from that time is available at www.blogs.mcc.org/salt/rebeccaj1/. Over the course of eleven months, I lived in Managua, Nicaragua, and volunteered at the Batahola Norte Cultural Centre (www.friendsofbatahola.org). Thanks to the program, I learned about Nicaraguan culture by living with a host family, attending a Nicaraguan church and interacting with my Nicaraguan coworkers.
After my year of service and learning ended, I began studying in Toronto and when my first year of a PhD program ended in May, I decided to see some friends I had in Argentina and Uruguay, and while I was there, see where my grandparents worked and where my mom was born in Paraguay, and since I was in the region, return to Nicaragua.
I did a little bit of everything. I saw impressive infrastructural developments, like the slaughterhouse and milk factory in the Menno colony in Paraguay and the Itaipú dam between Brazil and Paraguay and natural wonders, like the Iguazú Falls and the Quebrada de Humahuaca. Better still, in the Quebrada de Cafayate I went for a long bike ride where I felt like stopping to take pictures every few minutes. Most importantly I was able to meet interesting people, and in this way was able to see the beauty of my new surroundings because I was not convinced that my way was better.
By emphasizing relationship-building, especially in church-related contexts, I was able to better understand other people’s hopes, dreams and daily realities. At CEMTA, a Mennonite Conference School of Theology and Music, for example, I learned that all students everywhere procrastinate, and in Paraguay, drinking maté together makes it more fun. In Buenos Aires, the Floresta Mennonite Church invited me into its community, and I realized that all Mennonites are connected, both through faith, the Mennonite game and a commitment to peace and justice. As I return to life in Toronto, I hope to continue to seek out and develop these kinds of connections.
Aug 17, 2010
We're back ! ! !
Thought that it might be of interest, especially to the BC readers, that on July 1st, 2010, after an absence of 3 years, a NEW name and under the umbrella of Mennonite Church BC, MCBC Women's Ministry was welcomed back into full membership by Erna Neufeldt; president of Mennonite Women Canada.
We are looking forward to re-establish the good working relationship that was always present between Mennonite Women Canada and the women in BC.
Aug 16, 2010
A Mennonite Woman: Exploring Spiritual Life and Identity by Dawn Ruth Nelson, Cascadia Publishing House, 2010.A Mennonite Woman, part narrative, part theology, part spiritual memoir, Dawn Ruth Nelson asks us to wake up to what is shaping us spiritually as contemporary Christians in North American culture. Discover why Mennonites have been drinking deeply from contemplative spiritual formation wells in the last 30 years. Experience the story of twentieth-century Mennonite agrarian spirituality through the lens of one woman’s life and one seminary.
Borrow this title from the MC Canada Resource Centre online catalogue here.
Questions or suggestions?
Please contact the Resource Centre
or check our loan policy.
Loaned books are sent anywhere in Canada - free of charge - both ways!
We'll profile a new title at this blog every month
or check our loan policy.
Loaned books are sent anywhere in Canada - free of charge - both ways!
We'll profile a new title at this blog every month
Aug 12, 2010
Welcome Patty!
In May of this year Patty Ollies joined the Executive as the Coordinator of Women of Mennonite Church Eastern Canada.
Welcome Patty!
Photo by Ruth Jantzi
Welcome, Liz and Lois!
July 1 at our Annual Meeting we elected two women to leadership positions in Mennonite Women Canada. Liz Koop, Vineland, ON as President-elect and Lois Mierau, Langham, SK as Secretary-Treasurer.
WELCOME, Liz and Lois!
Left to right: Erna Neufeldt, Lois Mierau, Liz Koop
Photo by Waltrude Gortzen
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