The AARE Conference 2014 Australian Association for Religious Education (Inc) 25Th Biennial National Conference Amora Hotel, Richmond, Victoria

Connectedness and identity in a time of religious flux

Invitation to Register for The AARE Conference 2014 Australian Association for Religious Education (Inc) 25th Biennial National Conference Amora Hotel, Richmond, Victoria

connectedness and identity in a time of religious flux September 29 - 1 October 2014 1 Welcome

The Australian Association for Religious Education (AARE) invites you to its biennial conference for 2014. The theme of the conference is iConnect - iDiscover – I Am: Connectedness and Identity in a Time of Religious Flux. The development of the Australian Curriculum provides a unique opportunity to set the framework for the ongoing role that religious education can have for all school students. This conference will offer participants the forum to address this question in its broadest context; from AARE’s traditional base in Independent and Catholic education; to our expanding engagement with inter-religious dialogue; and for the first time, to the role of religious education in Government schools.

Our highly respected keynote presenters and workshop and paper submissions that have been received are foundation for what is guaranteed to be a challenging, informative, inspirational and ultimately memorable conference. We are especially looking forward to the interfaith Q & A on Wednesday morning and to the Wednesday afternoon Post Conference Seminar, both of which will consider these questions at the broadest level. Please read through this brochure carefully, and particularly note the relevance and quality of our presenters and their papers and workshops. I encourage you to sign up to attend as soon as you can.

I look forward to meeting you at the 2014 Conference.

AARE Professor Peta Goldburg (FACE) National President AARE

Terms & Conditions Provision of Services The services provided on, at or in respect of the conference including all transportation, accommodation, and other services relating thereto are provided by independent carriers and other principals. Australian Association for Religious Education (AARE) (ABN 617 178 515 51) and French Bay Pty Ltd Trading as Jenny Crofts Consulting (ABN 126 501 353 31) act only in the capacity of agent for the principals. A user of any conference services (Persons) contract Travel Insurance for conference and tour services is directly with the principal(s) who provide the particular If you are travelling from interstate or internationally it is highly recommended that Persons service. Accordingly the AARE and French Bay Pty Ltd trading as Jenny Crofts Consulting obtain travel insurance at the time of initial booking to cover loss of luggage and deposits, per- shall under no circumstances be liable to the Person for any claim whatsoever should the sonal accident and liability and curtailment. standard of conference be below the expectations of the Person or not as described in any literature pertaining to the conference . Disability Any Person must at the time of completing the booking form give written details of the Bookings and Payments nature of any disability and of any requirements he or she may need. Whilst every effort The AARE and French Bay Pty Ltd trading as Jenny Crofts Consulting are not obliged to accept is made to accommodate the needs of a disabled person a situation may occur, beyond any booking or make any reservation/arrangement with the principals and no contract exists the control of the AARE or the principal(s) that the needs of the disabled person cannot be between the Person and the principals until the required deposit has been received, with the adequately satisfied. The AARE and French Bay Pty Ltd trading as Jenny Crofts Consulting completed reservation form and confirmed arrangements in writing to the Person. Failure accept no responsibility whatsoever in respect to such situations. The AARE and French to pay monies by the due date will invalidate any reservations/arrangements made and will Bay Pty Ltd trading as Jenny Crofts Consulting reserve the right to decline to accept a book- allow the AARE at their discretion to cancel any reservations/arrangements made on behalf ing where they or the principal(s) believe that the safety, welfare or health of the disabled of the Person, without refund. All monies received by and made out to the AARE will be depos- person cannot be adequately secured. ited immediately in one of its accounts. However by payment of monies to the AARE, the Per- son authorizes and directs the AARE at any time after it has received such monies to disburse Liability them or any part thereof as it sees fit, as permitted by law, for or in respect of the conference Subject to any rights implied by statute that cannot be excluded, restricted or modi- and services to be provided to the Person by principals including fees payable to the princi- fied, in relation to any booking, contract, travel, accommodation, conference and tour pals. service (including the carriage of baggage) the AARE and French Bay Pty Ltd trading as Jenny Crofts Consulting, their associated companies, their servants and agents, affili- Cancellations Alterations and Refunds ates or sponsors shall not be liable for any act or omission of either themselves or the Prior to ninety days before Conference commencement an administration cancellation fee of principal(s), whether within or outside their control, whether negligent or otherwise, which $400 per Person will be applicable. Within ninety days prior to Conference commencement results in any direct, indirect or consequential loss, damage, death, injury, delay, diversion, an administration cancellation fee of $500 per Person will apply. All cancellations must be liability or dissatisfaction whatsoever arising or caused. made in writing. All cancellation fees are on a per person basis for each individual participating. Cancellations made within sixty days of the Conference commencement may result in no Law Governing refund if so deemed by the principals. The AARE reserves the right to cancel the Conference This contract shall be construed in accordance with the laws for the time being in force in the at any time and refund monies paid in full. state of Victoria, Australia, 1 January 2014.

connectedness and identity in a time of religious flux 2 About our Keynote Speakers

Professor Barry McGaw AO of several government advisory committees and is Professor Barry McGaw is Chair of the Board of the an author of geography curriculum text books. Elida Australian Curriculum, Assessment and Reporting is also an active member of her community. She is Authority. He has recently had a number of part-time Chairperson of the Board of ACCESS ministries, a appointments including Vice-Chancellor’s Fellow member of the Board at Methodist Ladies College, and earlier Director of the Melbourne Education a Director of Mustard Inc, a Director of Foundation Research Institute at the University of Melbourne. Boroondara and a Committee Member of NCAB.

Prior to returning to Australia at the end of 2005, he Keynote Address: iConnect - iDiscover - I Am: was Director for Education at the Organisation for Connectedness and identity in a time of religious flux as Economic Co-operation and Development (OECD). expressed by ACCESS ministries in Government schools. He had earlier been Executive Director of the Australian Council for Educational Research (ACER) Ms Naomi Swindon and Professor of Education at Murdoch University. Naomi is an accomplished speaker on connecting with disengaged young people in both the church and Professor McGaw is a Fellow of the Academy of school setting. As a practitioner and educator, she is the Social Sciences in Australia, the Australian passionate about seeing young people connect with Psychological Society, the Australian College themselves, others and the world through the provision of Educators and the International Academy of leaders and resources of excellence. Naomi of Education. He received an Australian currently works with Scripture Union on their schools Centenary Medal in 2001 and was appointed team and regularly acts as guest lecturer in the fields of an Officer in the Order of Australia in 2004. youth work, social work, education and ministry. She has served on the Board of the School of World Mission, Keynote Address Abstract: Providing for religious Whitley College and is currently on Urban Seed’s Board. world views in the education of all Australians. Faith-based schools provide education for young Keynote Address Abstract: iConnect - iDiscover - I Am: Australians in a context in which a particular faith may Connectedness and identity in a time of religious flux. be taught and commended. How faith may be dealt with Using stories drawn from 30+ years experience bearing in secular, public schools is less clear. The presentation and exploring faith with young people, Naomi will will set out the basis on which study of religious faith is illustrate some responses to the breadth of conference provided for all students in the Australian Curriculum. input and its themes. Against a background and perception of hostility towards faith especially in Ms Elida Brereton (FACE) secular education, she can share effective entry points Elida is a former Principal of Camberwell High School to spirituality and connection, including empowering and a former National President of the Australian acts of compassion, nurturing action-reflection, College of Educators. She has received several awards advocating authentic enquiry, inspiring intrigue, and for her work as an educator, and was the recipient of attending to grief. Examples will help tease out practical the 2013 Australian College of Educators medal, ACE’s implications, tensions and questions. In the conviction highest honour in recognition of her outstanding of ‘Imageo Dei’, her role with Scripture Union is about and inspirational contribution to Australian teams working to facilitate ‘uncovering the gold’ in education over her career. Elida has been a member every student and community. Be encouraged.

connectedness and identity in a time of religious flux 3 Conference program

Sunday 28 September

Registration: The registration desk will be open at the Amora Hotel to provide delegates with their 3:30 - 5:30 pm Registration Pack prior to conference commencement.

Dinner: This optional icebreaker dinner will provide an opportunity, particularly for those travelling 6:45 - 9:00 pm from interstate and regional areas to meet up with other delegates. Join the Conference Committee for a relaxed banquet dinner at a local restaurant. Meet in the Amora Foyer at 6:45pm to walk to the venue.

Monday 29 September

8:00 - 8:45 am Registration: For delegates that have not previously collected their Registration Pack. 9:00 - 10:15 am Opening Ceremony 10:15 - 10:45 am Morning Tea Keynote Address One: Professor Barry McGaw AO 10:45 - 11:45 am Providing for religious world views in the education of all Australians.

11:45 - 1:00 pm Elective Concurrent Workshops: Workshops W 1.1 - W1.6 1:00 - 2:00 pm Lunch & Trade Display

2:00 - 3:00 pm Elective Concurrent Papers: Papers CP1.1 - CP1.7 3:00 - 3:30 pm Afternoon Tea

3:30 - 4:45 pm Elective Concurrent Workshops: Workshop W2.1 - W2.6

Happy Hour: Join other delegates at the bar for a drink before heading out to dinner at local 5:00 - 6:00 pm restaurants. Suggested options will be supplied.

Conference Logo Symbols proudly supported by (Reading clockwise, from top of circle) The Buddhist Star of Dharma The Christian Cross The Wurundjeri Bunjil’ the eagle, The Taoist Chinese character creator spirit of the Yarra Valley The Sikh Khanda The Islamic Star and Crescent The Jewish Star of David The Baha’i nine-pointed star

connectedness and identity in a time of religious flux 4 Tuesday 30 September

8:15 - 9:00 am Registration: Single day delegates

8:00 - 8:45 am Optional Worship: Christ Church, Hawthorn Keynote Address Two: Ms Elida Brereton 9:00 - 10:15 am iConnect iDiscover I Am: ACCESS Ministries in Government schools. 10:15 - 10:45 am Morning Tea

10:45 - 11:45 am Elective Concurrent Papers: Papers CP2.1 - CP2.7

11:45 - 1:00 pm Elective Concurrent Workshops: Workshop W3.1 - W3.7 1:00 - 2:00 pm Lunch (AARE Board Meeting)

2:00 - 3:00 pm Elective Concurrent Papers: Papers CP3.1 - CP3.7 3:00 - 3:30 pm Afternoon Tea

3:30 - 4:45 pm Elective Concurrent Workshops: Workshop W4.1 - W4.7

Conference Dinner: Venue: Tay Creggan / Speaker: Michael McGirr. 7:00 - 10:00 pm Well known author, commentator and presenter, head of Faith and Mission at St Kevin’s College, Melbourne. There will also be live entertainment.

Wednesday 1 October

8:15 - 9:00 am Registration: Single day delegates

8:00 - 8:45 am Optional Worship: Christ Church, Hawthorn Keynote Address Three: Ms Naomi Swindon 9:00 - 10:15 am iConnect iDiscover I Am: Connectedness and identity in a time of religious flux. 10:15 - 10:45 am Morning Tea Address: A/Professor David Loader OAM 10:45 - 11:25 am The Digital Challenge Interfaith Panel Discussion: Facilitated by Ms Julie Perrin (Director of Telling Words) Rabbi Gersh Lazarow (Senior Rabbi, Temple Beth Israel, and member of the King David School Council) Mr Adel Salman (Director of Arkan Toledo, Islamic Special Religious Instruction, VIC Government Schools) 11:25 - 1:00 pm Ms Elida Brereton (Chairperson of the Board of ACCESS ministries) Dr Meredith Doig (President of The Rationalist Society, the oldest free-thought group in Australia) Ms Naomi Swindon (Schools Team, Scripture Union Victoria) 1:00 - 2:00 pm Lunch

Post Conference Workshops: Venue: Tay Creggan Ms Linda White (ACCESS ministries, General Manager Christian Education and Training Services) Ms Karen Holmes (ACCESS ministries, General Manager Chaplaincy and Wellbeing Services) Ms Kylie Towt (Scripture Union, Schools Team Leader, North East Regional Worker) 2:00 - 5:00 pm Mr Rowan Waters (Executive Director of Veta Youth)

This afternoon is focussed on the broader school context. Come and be inspired to encourage, equip and educate children and young people in whatever school context you find yourself and them. Learn from those in the field as you learn alongside others with a similar heartbeat for the next generation.

connectedness and identity in a time of religious flux 5 About our Papers, Workshops and Presenters

Revealing the Word...Exploring the Scriptures measurement and psychology. He continues as an Adjunct Through Storytelling and Art Professor. James Athanasou has undertaken religious research Ms Denise Arnel (Session W3.3) since 1984. He has been involved in special religious education How can teachers and catechists best engage students in reli- since 2007. He is the Greek Orthodox representative on the gious education? In this workshop Denise will examine some Director-General’s Consultative Committee and co-delegate to new and exciting methods of exploring scripture through sto- the Inter-Church Commission on Religious Education in Schools. rytelling and art.

Art captures the imagination of students of all ages and is a A Critical Comment on ‘Jeesis Is Alive! He is wonderful catalyst for rich dialogue in the religious education the King of Australia: Segregated Religious classroom. Denise will present a variety of artworks from tradi- Instruction, Child Identity and Exclusion’ tional to modern and how they can be used with students and Dr James Athanasou (Session CP2.5) staff to open the scriptures and to encourage a deeper reflec- This paper comments on the article “Jeesis is alive! He is the tion on the Word of God. King of Australia’: segregated religious instruction, child iden- Everyone loves a good story! The art of storytelling helps tity and exclusion” that appeared in the British Journal of to bring the scriptures to life and can present the issues and Religious Education. This article outlined the limitations of challenges through a contemporary lens. Engaging students confessional teaching. In this paper I identify eight conceptu- through film, drama and story can also help to reveal the scrip- al-logico-descriptive limitations in the original article. I have tures in a very real way and in an engaging manner which the also listed three groups of methodological weaknesses in the students will always remember! study that was undertaken. It is argued that these aspects have Denise Arnel is the Director of Chalkboard Solutions and is relevance for any meaningful critique of religious education in a consultant specializing in faith development. After 25 years Australia. See above for biography. primary teaching she worked for the Catholic Education Office in Melbourne as a school adviser in religious education. She has degrees from the Australian Catholic University and has studied Connecting Religious Education and the extensively at Boston College in the US. Australian Curriculum. Mr Tony Brennan (Session CP3.6) Religious Education is a venerable discipline and religious A Greek Orthodox Special Religious faiths have much to say in response in a dialogue with wider Education Curriculum: K To 7 curriculum developments. The Australian Curriculum pre- Dr James Athanasou (Session CP1.5) sents an important moment for all teaching and learning in The special religious education program of the Greek Orthodox Australia and RE ought not remain detached, excluded or a Archdiocese of Australia is a commitment to the State schools second-cousin. In Catholic Education in Tasmania we feel throughout New South Wales. It is considered as a partnership. that the RE curriculum in our schools must be aligned just This paper provides a brief outline of the curriculum. like English, Science or History to the Australian Curriculum, with RE teachers as accomplished in using backward design The overarching goal of the special religious education and assessment planning to focus on the student’s learning program is the welfare of the child. This holistic aim is analysed for understanding. The Australian Curriculum meets a critical under three broad headings: educational, social and spiritual friend when it meets RE and can be enriched by schools alive goals. A classification of the 299 units from Kindergarten to to faith and mission: Year 7 was undertaken. The educational emphasis on Orthodox religion and faith is the major goal followed by a Should we consider that faith-based schools have their spiritual emphasis. The ethical and moral prescriptions of the own ‘Cross Curriculum Priority’? Is there a ‘General Capability’ Orthodox faith were not as prominent as the educational com- that emerges from our traditions and their understanding of ponent of special religious education. the human person as a learner? Is learning more than knowledge and skill acquisition and also about the skills of discern- The content ranges across seven major categories: Church ment? Can the wisdom tradition of the Judeo-Christian tradi- (includes history of the church, vestments of the priest); tion propose a learning platform that is useful in our schools? Worship (includes the Divine Liturgy, prayers); Saints; Our How important is the dimension of spiritual intelligence for a behaviour; Feasts; Christ includes the life of Christ, parables wholistic definition of the learner as a human being? and events in the New Testament); and Old Testament. The key emphasis is on the topics related to Saints. Tony is the Team Leader for Mission and Religious Education at the Tasmanian Catholic Education Office in Hobart, James Athanasou is a psychologist specialising in meas- commencing in that role in late 2012. He has taught RE through- urement and evaluation. He retired from the University of out his career, serving in three southern Tasmanian Secondary Technology Sydney in 2008 where he lectured in educational schools as Religious Education Coordinator and as Deputy

connectedness and identity in a time of religious flux 6 Principal in two. He’s the Southern Regional President for the of this paper the scope will be limited to focus on two aspects Society of St Vincent de Paul. He’s a songwriter and poet and has of identity that are naturally encountered in the Religious a band called The Ray Martians. In 2013 he ha the opportunity Education and Wellbeing programs of our particular school; to study in the Holy Land. He is reading the authentic happiness firstly, the ways that students explore and express their spiritu- literature, Girardian mimetic theory and liberation/ eco-conver- ality and secondly, the exposure that students have to shared sion theology. moral values and religious ideas in the formal and informal curriculum. In relation to the exploration and expression of spirituality, Janet has been working as Chaplain and Religious A Concept of Me: A Place to Build Community Education teacher using a self-devised method called “The Ms Sharon Brien & Dr Joanne Hack (Session CP3 .4) Spirituality Box” and Belinda has been working as a Religious In this paper we will work through two threads which are inte- Education teacher with Year 9 students, to bring to a conscious gral to justifying the existence of Catholic schools and how level the process by which they encounter moments of con- they address the complex demands of Catholic education in flict within their held values or religious understandings and the twenty-first century. how effectively they are able to reject or integrate a shift in val- The first thread addresses the ever present concerns ues or understandings within their spiritual identity. The sec- about self and how individuals discover themselves and ulti- ondary purpose of this presentation is to analyse and assess mately make meaning in their lives. In the context of a com- the effectiveness of values formation that occurs informally plex modern technological world the nature of both learning across curricula alongside of the explicit curriculum that deals and human interaction is continually in a state of flux and with values and religious education. change. School communities need to be intentional about how Belinda is the Team Leader of Middle School Religious they support people in in the construction of meaning in the Education and a Year 9 Student Coordinator at Methodist Ladies’ modern world. College. She has 10 years of experience teaching VCE Religion The second thread examines the role of the Catholic and Society and has experience as a VCAA Assessor in that sub- school and how communities grounded in a strong charism ject. Belinda graduated from the Canberra College of Theology can be at the heart of assisting young people to find identity with a Bachelor of Theology in 1991 and worked initially as a while creating community in the school context and inviting Youth Worker in a number of Christian, church based youth young people to make an on-going contribution in the wider programs. She then completed a Grad Dip Education and began world which welcomes and needs their membership and teaching in 1998. Belinda completed a Master of Arts in Theology commitment. in 2005 at the Australian Catholic University. She is very interested in exploring the transmission of common human values and This paper explores some of the practical concerns of religious ideas, in independent schools, in our pluralist, secular Catholic education today in fostering individuals with a sense Australian society. of purpose and self who can confidently contribute to building society and their Church. The Catholic school can be both Janet was ordained to the Ministry of Deacon in the Uniting a place for students to confidently and safely discover their Church in Australia in 2006. She has had the role of Chaplain and own potential and a space where they can dream about the Religious Education teacher at Methodist Ladies’ College for 9 contributions they might make in the world. years. She is mainly responsible for the Junior School and Junior Secondary School and is RE team leader for those schools. Janet Sharon Brien is a Religious Educator and Liturgist and holds is currently completing a Master of Ministry course where her a B.Ed. and an M.A majoring in Theology. Joanne Hack is cur- areas of interest are children’s spiritualty and future church. rently the Dean of Mission and Innovation at St Mary, Star of the Sea Wollongong. She holds M.Ed.’s in Religious Education and Educational Administration and a Doctorate in Religious Loneliness and leadership in Religious Education Education. Between them they have over fifty years experience Dr Michael Buchanan (Session CP2.6) working in a variety of Catholic secondary schools in the Sydney Leadership in religious education in schools requires such metropolitan area and beyond. During this period both present- leaders to promote the religious identity of the school as well ers have held a variety of leadership roles which have involved as to foster a sense of connectedness through community input into school pastoral liturgical and religious education pro- building. But the leaders in religious education who play a key grams. They have presented papers on Charism at various con- role in this area are at times the ones who feel the least conferences and have published a number of articles in the Religious nected to the school and more likely to suffer an identity crisis. Education Journal of Australia on the same topic. This paper draws on the insights of several leaders in religious education regarding their role with the intention of identifying Spirituality and Moral Agency within the some of the reasons why they feel lack of connectedness and Complex Task of Identity Forming identity. Consideration is given to how some of the perceptions Ms Belinda Buchanan & Rev Janet Munro (Session W2.5) held by the leaders in religious education might be overcome. This presentation will explore the formation of identity in Michael T Buchanan PhD is a senior lecturer at Australian children and adolescents in an Independent (faith based) girls Catholic University. His research interests include leadership School in secular, pluralist Australian society. For the purposes in religious education and faith-based schools and managing

connectedness and identity in a time of religious flux 7 curriculum change. He is the editor of Religious Education Journal better people on the journey of life; within and beyond the of Australia and publishes regularly in international journals. school environment. St Paul offers us an explicit method when His latest books are Managing Curriculum Change in Religious he states that ‘what the Spirit brings is very different: love, Education (2010) and Leadership and Religious Schools (2013). joy, peace, patience, kindness, goodness, trustfulness, gentle- Michael also holds a tenured position as a Visiting Fellow at York ness and self-control (Gal. 5:22-23). The paper will offer a way St John University, UK. of presenting ‘the Holy Spirit’, the 8 ways which hinder us in our endeavour to live the fruit of the Spirit outlined by John Cassian ( 5th Century, Desert Father) [ as cited in Sr. Margaret Wisdom for the iGeneration Mary Funk’s OSB work ‘ Thoughts Matter’]. The paper will then Dr Sandra Carroll & Dr Antoinette Collins (Session CP3.1) develop 2 distinct ways that Christianity offers us to begin to Crawford &Rossiter (2006) identify a transcendent dimension overcome these hindrances. Finally, it will briefly explore the to youth spirituality as relating to belief in God and a hoped for importance of St Paul’s invocation in 1 Thessalonians 5:5:17. afterlife, and suggest it “can also be understood as experience The paper proposes a concrete methodology to assist with a that raises the consciousness beyond the everyday to the whole-school approach (or indeed an individual) to encour- ‘bigger picture’ and ‘larger meaning’ of life that transcends the age students, church communities and the like, using a goal- individual” centred approach, to become the best person they can be. The wisdom literature of the Bible offers engagement with John has taught for many years throughout Australia at the bigger picture and larger meaning of life. This paper draws adult, secondary and primary levels. For over 10 years he worked on Henri Nouwen’s classic writing on three movements of as a Religious Education Consultant in Western Australia. He the spiritual life “Reaching out” (1975) to provide a conceptual holds tertiary qualifications in Theology, Psychology and framework for inviting young people into the wisdom of the Education. He has been invited to present the fruit of the Spirit Bible. Reaching out to our innermost self; reaching out to our workshop to schools, church groups and school chaplains. His fellow human beings and; reaching out to our God, are peren- little book, ‘The fruit of the Spirit for everyday life!’ published by nial categories to explore youth spirituality and the ongoing Spectrum Publications (Richmond Victoria) was nominated for relevance of the Bible. the 2012 Christian Book of the Year Award. John has received an Sandra Carroll Lectures in Religious Education at the award from AARE for his work in Religious Education. He is the Strathfield campus of the Australian Catholic University, Sydney. immediate past State Coordinator of the Christian Meditation Her doctoral thesis from San Francisco theological Seminary Community (WA) and former Board member of Centacare, was titled “Teaching about Mary: Professional Development for Geraldton (WA). John currently presents ‘the fruit of the Spirit for Religious Educators.” Sandra is married with two teenage sons. everyday life’ workshop to schools and groups; on request. She has published book chapters and journal articles in the areas of Religious Education and Theology and is currently on the Editorial committee of the Journal of Religious Education. She When I Connect then I Discover that I Am shared a team award for outstanding contributions to student Dr Nicholas Coleman (Session CP1.6) learning from the Carrick Institute for Learning and Teaching in The English word “religion” derives from the Latin religare, Higher Education in 2007. meaning “to tie back to” our origin. In that sense, religions connect the world to God. Different faiths have different concepts Antoinette Collins has four degrees from Sydney University of God and different stories of how we became disconnected and Oxford University. She has taught in several primary from God. But all religions agree we reconnect to the divine schools and tertiary institutions including Sydney University, when we discover the spiritual dimension of our existence in the Australian Catholic University, Catholic institute of Sydney the world. and St Paul’s National Seminary. Antoinette is a member of the Council of Christians and Jews, the Australian Catholic Biblical Spirit is the unchanging nature of everything that changes. Association, the Australian Association Jewish Studies, the To discover spiritual reality in the world we must know our- Federation of Biblical Studies VIC and NSW and Mandelbaum selves; for we are part of the world and the divine is present in House Jewish Studies Centre – Sydney University. Her interests us. It is our enduring spiritual soul, the first-personal subject or include Biblical Studies, Interfaith dialogue especially Jewish self-identity we are. Christian Dialogue, Art, music, literature, cricket and maps. When we connect to the spiritual dimension in ourselves and all things, we discover everything is connected to everything else; hence there really is only one thing. The Source of The Fruit of the Spirit for Everyday Life! the “one thing” is present in everything and manifests as each Mr John Coleman (Session CP3.5) thing. It is variously known as God, Brahman, Allah, ha-Shem, This paper will endeavour to offer concrete insights into how the Father, the Tao, the Rainbow Serpent. the Fruit of the Spirit (Galatians 5:22-23) might be successfully The undivided Source declares itself as “I AM WHO I AM” used within school or parish settings. Based partially on the (Exodus) or “I AM THAT I AM” (Rig Veda) or “I AM WHAT I AM” little book ‘the fruit of the Spirit for everyday life!’, the paper (Plotinus). We are that “I am”. will explore how this concept might be developed as a work- Nick Coleman lives and works in Melbourne where he is shop or by interested staff members to assist students and Head of Religious Education at Wesley College and teacher colleagues, using a specific goal-centred approach, to become of VCE Religion and Society at CAE. His honorary positions

connectedness and identity in a time of religious flux 8 About our Papers, Workshops and Presenters include Vice-President of the Australian Association for Religious research into the spirituality of young people and the implica- Education (Vic), Deputy Director of The Interfaith Centre of tions for education. Her approach recognizes the complementa- Melbourne, and International Interfaith Coordinator of Unity in rity of the cognitive, affective and spiritual dimensions of learning, Diversity Inc. Nicholas’ books on philosophy and world religion thereby promoting meaning and connectedness which, poten- studies include Studies of Religion (2006) Science Press, The tially, effects transformative learning. Worlds of Religion (1999) McGraw-Hill and Perennial Philosophy Today (1994) Leftbank. In the last few years Nicholas has presented papers on topics in philosophy, religion, spirituality and Children and Meditation: education at international conferences in Australia, Indonesia Nurturing Spiritual Wellbeing and India. Dr Marian de Souza & Dr Brendan Hyde (Session W3.5) In recent years, meditation programs have been introduced into some Catholic schools in the Melbourne Archdiocese. Technology: An Impediment to the Nurturing of the While there have been several studies that suggest that medi- Spiritual Traits of Empathy and Connectedness? tation may lead to a sense of a Higher Being and also lead to dif- Implications for Education ferent neurological changes in the brain which reduce stress Marian de Souza (Session CP1.1) and impact on the emotions and include building empathy A significant factor in today’s world is a rapidly expanding, and compassion, to date, there has been little attention given technology that has created virtual worlds and social net- to examining the impact the practice of meditation may have works which have become prominent features in the lives of on the child. This workshop will present the findings of a pilot children and young people. These features are powerful in research project into children and meditation and discuss shaping their identity and reality where their popularity and the implications for peaceful environments in schools which status amongst their peers becomes dependent on having nurture teacher’s and children’s wellbeing. It will introduce dif- a large social network. As well, the virtual world is attractive ferent ways that teachers can utilize this practice both within for the excitement it may offer as well as the opportunities to their own lives and within the broader religious education create new identities for themselves which, potentially, may program within their schools. Certainly, the quiet and stillness cause them to lose their connectedness to their real Self, the associated with the practice appears to be valued by both inner person. In contrast, the real world can become a dreary teachers and children and encourages self knowledge and place. In other words, technology is having a corrosive effect a sense of belonging and a raised consciousness about the on the spirituality of children and adolescents since it has world in which they live. These are, indeed, important factors made the experience of connectedness a ‘distant connect- to consider in the rapidly-paced, technological and media edness’ and this is more than likely to cause underlying anxi- driven, pluralistic context within which our children’s lives ety and tension in the lives of children and adolescents as they unfold in contemporary society and they serve to support the lose sight of the person they are meant to be. Spirituality, here, proposal that meditation practice should become part of the refers to a heightened awareness that an individual may have life of a school community. of their relationality, that is, the connectedness s/he experi- See above for Marian de Souza biography. ences and expresses to the human and non-human world. Brendan Hyde, PhD, is a Senior Lecture in Religious Certainly, as humans, our physical senses are vital in help- Education in the Faculty of Education at the Australian Catholic ing us establish and maintain relationships. We see, hear, speak University, Melbourne campus. He is the author of Children and and/or touch another and these are important elements in spirituality: searching for meaning and connectedness (Jessica helping us understand and truly communicate with another. Kingsley Publishers, London) co-author of The spiritual dimen- However, when we communicate through a technological sion of childhood (Jessica Kingsley Publishers, London) and edi- device, the relationship loses this closeness and it has a direct tor of The search for a theology of childhood: Essays by Jerome influence on our ability to be empathetic. Arguably, our con- W Berryman from 1978-2009 (Modotti Press, Ballarat). Dr Hyde nectedness to Other become flawed which has relevance for has research interests in children’s spirituality and how the Godly our spirituality. Play approach to religious education nurtures spirituality in early This paper will examine this situation and its impact on childhood contexts. He is a Fellow of the Centre for the Theology the lives of children and young people in relation to levels of of Childhood in Denver, Colorado, USA, a member of the Godly empathy and increasing incidents of violence and bullying Play Australia Advisory Board, and is also presently co-editor of in schools and the wider society. It will propose some strate- the International Journal of Children’s Spirituality. gies that can be incorporated into educational programs that will nurture the spirituality of children and young people by encouraging them to explore and balance the connections The Search for Quality Religious Education between their inner and outer lives. Ms Elizabeth Dowling (Session W2.7) Marian de Souza is a Senior Lecturer at Australian Catholic There is much evidence to demonstrate a long standing shared University and the Editor of the Journal of Religious Education. concern by various Religious Education stakeholders wishing She previously spent many years as a Curriculum Coordinator and to affirm the profile, status and quality of Religious Education. taught Music, Drama, English, History and Religious Education in This paper reports on the second stage of a research project secondary schools. Marian has published extensively about her entitled “Leading professional learning” and addresses one

connectedness and identity in a time of religious flux 9 of the research questions within the overall study. This study Religion for many more. She is passionate about exploring spir- explored the role of the curriculum leader in RE with a particu- ituality with young people to engage them in big picture ques- lar focus on ways that these curriculum leaders enact leader- tions. She is Vice President of the Victorian Applied Learning ship of professional learning for Religious Education class- Association having served VALA , the peak body for VCAL in room teachers. This study used grounded theory to explore a range of capacities, including as Project Manager, for over 10 the perceptions, expectations and experiences of leadership years. She has been a consultant and Director of the High Impact of Religious Education professional learning and the opportu- Theatre team, delivering energetic professional development to nities for this in the context of Catholic primary schools. The conferences Australia wide. She thinks it is important to be silly, study provided frank testimonies which were enriched by generous and kind. a practical perspective. This paper considers the profile and status of Religious Education as perceived by participants. The findings question whether some primary schools exhibit God, Other Transcendents and Spiritual Well-Being an appropriate degree of support for the value and priority of Dr John Fisher Session (CP3.2) Religious Education. The paper comments on the valuable Spiritual Health and well-being is reflected in the quality of insights offered by participants in the findings and indicate relationships that people have with themselves, with others, both opportunities and challenges facing leaders of Religious with the environment, and/or with a Transcendent Other. The Education in the pursuit of quality Religious Education. original version of my Spiritual Health And Life-Orientation Liz Dowling is a lecturer in the discipline of Religious edu- Measure (SHALOM), which is used to assess spiritual well- cation at ACU (Melbourne Campus). Liz was a primary school being, was heavily God-oriented, as students with whom it was teacher having taught across all year levels, as well as hold- developed did not understand terms such as ‘higher power.’ ing numerous school leadership positions. Liz worked for the Over the years, that SHALOM has been used, a few people Catholic Education Office Melbourne (CEOM) fulfilling the role have questioned its general applicability, because of the word of School Adviser RE. In this role Liz has worked collaboratively ‘God.’ This led to a generic form of SHALOM being developed with range of classroom teachers, RECs, Principals and leader- recently in which the God-words were replaced with the word ship teams to build their capacity in the areas of leadership, pro- ‘Transcendent’. Respondents could choose from nineteen fessional learning and Religious Education. As an ACU academic alternatives, such as Allah Angels, Buddha, Fate, Father God, staff member, Liz lectures a range of pre-service/post-graduate God, Higher Power, Higher Self, Mystery, Universal Spirit, as teachers, drawing on her recent experiences in schools. Liz’s well as the option to indicate, ‘Not an area in which I believe.’ doctoral studies focuses on exploring the ways that school RE An invitation to complete a web-survey using this generic Leaders/Coordinators enact leadership of professional learning SHALOM, was sent as tinyurl.com/swbfisher, to 600 people for RE classroom teachers. involved in spirituality and religious studies. 409 complete returns have been analysed to show that the generic form of SHALOM yields acceptable psychometric properties. This Connecting Disconnected presentation will compare two methods of interpreting data Young People with Spirituality from the survey. Using lived experience only, small variation Ms Karen Dymke (Session W1.4) was shown on Personal, Communal and Environmental SWB. We live in an age of spiritual poverty. Despite having every- Relationship with God dominated Transcendental SWB. The thing many young people feel they have nothing. The pursuit dissonance method shows greater sensitivity, by comparing of the pleasure principle leaves many young people disap- each person’s lived experience with their ideals for spiritual pointed by life. Depression has been described as our greatest well-being. People who relate with God and various forms of health threat. In this workshop we will explore ways in which deity showed least dissonance between ideals and lived expe- we might introduce and connect young people to spirituality rience in each of four domains of spiritual well-being. Those even though their experience of any thing religious is either who claim fate and higher power as their motivating forces negative or absent to find ways to discover meaning. Despite in life showed greatest dissonance, indicating less spiritual what appears to be religious reticence, young people are full of well-being. This generic form of SHALOM has revealed how questions. Why am I here? What happens when I die? What is relationships with God and other Transcendents influence the the point? Is there something more? Why? Why? Why? By con- relationships with self, other people and the environment, all necting young people to spirituality in a way that meets them of which reflect spiritual well-being. where they are at, we can enable them to begin to discover who John Fisher has 48 years’ experience in teaching and re- they really are and to explore meaning in a language and man- search in science, education, health, psychology, sociology and ner that is safe yet challenging. This workshop will be interac- religious studies. Over the last 20 years, John has been research- tive and share strategies to apply in both government and faith ing spiritual well-being in health, education and wider commu- based classrooms, with a focus on secondary students. nity settings. He has a PhD from the University Melbourne, 1998, Karen Dymke is a teaching and learning coach in a range an EdD, from the University of Ballarat, 2009. In his active retire- of settings including government and independent schools, ment, John is completing a third doctorate in spiritual health, as accredited through Growth Coaching International ( to be com- well as supervising graduate students in Australia and overseas. pleted end of 2013) Previously she was the Director of Learning He is also a part-time chaplain with the Country Fire Authority at Luther College for 5 years and has taught Christian studies and in regional Victoria, Australia. John holds honorary positions as

connectedness and identity in a time of religious flux 10 About our Papers, Workshops and Presenters

Senior Research Fellow, School of Education & Arts, University Mirella Pace is Pastoral Associate, St Mary’s Catholic of Ballarat & the Centre for Religious & Spirituality Education, Parish, Thornbury and St Antony’s Parish, Fairfield, Victoria. in Hong Kong. He is also a Senior Fellow in the Rural Health Formally she was a primarily school teacher with more than 25 Academic Centre, Faculty of Medicine, University of Melbourne years which included 16 years as a highly respected Religious and a Visiting Professor in the Institute of Health, Medical Education Co-Ordinator. Sciences & Society, University of Glyndwr, Wales, UK.

Lest We Forget: Teaching About Shoah in Schools Connectedness and Identity in a Time of Professor Peta Goldburg rsm (Session CP1.2) Religious Flux The Shoah (Holocaust) ended over sixty-five years ago. For Ms Ruth Fowler and Ms Mirella Pace (Session W2.3) today’s students, that is ancient history! Nevertheless, the Being grounded within oneself and authentically connected scope of this genocide, particularly the widespread patterns of within a community are foundations in the human and spiritu- complicity between 1933 and 1945 raises profound questions al journey for all. Much has been written about the difficulties about human beings and what we are capable of, about what it confronting students, parents, teachers and school communi- means to a be a citizen, and about how to prevent civil society ties for living, learning and growing in today’s fast changing from such descent into barbarity. It is worth reviewing these world. very particular questions this history raises for Christians. The Parents, schools and parish communities are challenged questions are both theological and political. Since 1965 and as to how to work with young people so as to plant and nurture the Second Vatican Council’s promulgation of Nostra Aetate, hope and meaning. Life for children and young people can be the Catholic Church has frequently condemned anti-Semi- stressful as they encounter increased pressures. Children and tism, told Catholics that they must learn about Judaism, and young people are often caught in a net of competing and con- acknowledge the history of Christian behaviour toward Jews. flicting demands and beliefs. Their ability to stay centered, to At the highest authority calls have been made for Catholics remain grounded in the face of these demands, is challenged to be educated about Judaism but such education is haphaz- not only from amongst their peer groups but by the society at ardly achieved if at all. More specifically, Shoah (Holocaust) large. The resulting distractedness impacts their health, their education is rarely taught to school-age student in Catholic capacity to learn and to sustain focus and their sense of ease in schools in Australia. This paper will explore issues related their world. It profoundly affects their capacity to remain con- to Shoah education in schools. It will be complimented by a nected to a sense of who they are and their deep inner spiritual practical workshop which will invite participants to engage in core. The desert monks of the fourth century in Egypt bring an learning and teaching activities which will assist teachers to unlikely source of wisdom to this situation. The early Christian begin exploring the Shoah with school-age students. adage, “the way you pray is the way you live” points us in the Peta Goldburg is the foundation Professor of Religious direction of the tradition’s own deep resources of prayer as a Education at Australian Catholic University. Peta has extensive guide for living. The monks learned that developing an inner teaching experience at primary, secondary and tertiary levels discipline of silence, opened them to the source of all Being and has taught and delivered professional development pro- within, transforming their hearts and lives. It is this simple and grams across Australia, New Zealand and internationally. Peta’s deeply Christian teaching on contemplative prayer, so often particular expertise is in developing pedagogy for religious edu- overlooked in school religious education programs, that offers cation. Her doctoral thesis was in the area of Religious Education such a sign of hope for today’s children and young people. and the Creative Arts and her research interests include religion Christian Meditation, as taught by the World Community and the arts, world religions particularly Judaism, and creative for Christian Meditation, an ecumenical international com- pedagogies. Peta has played a significant role in curriculum munity for the teaching of meditation within the Christian development for teaching in schools. In 2010, she was invited tradition, is a simple practice which is being introduced to by Cambridge University Press to write the text book for Study students in schools in Australia and in many countries across of Religion entitled Investigating Religion, and in 2012 she pub- the world. Our experience is that students like to meditate and lished Exploring Religion and Ethics for Senior Secondary stu- recognize for themselves its benefits in their lives. The fruits dents. She is currently writing four books for junior secondary and benefits of the practice go precisely to the twin concerns religious education entitled Discovering Religion. of this Conference – a deepening sense of self and openness towards others. This workshop for participants covers – what is Christian Meditation, how it relates to the Christian tradition The Importance of the Secular Voice: and its fruits and benefits for students drawing on our com- How Can This Help to Revitalize the Religious Education Classroom? munity’s experience over more than six years. Depending on time the workshop could also include some simple strategies Ms Judy Harris (Session W4.4) for schools to introduce the practice into their program. The aim of this workshop is to explore the opportunities and responsibilities of being inclusive of atheism in the RE class- Ruth Fowler is teacher of over 20 years experience, is current- room. Religious educators cannot simply avoid acknowledg- ly working at the Australian Christian Meditation Community, ing the existence of atheists and the secular point of view as teaching Christian Meditation to Children and Young People. She denial does not make it cease to exist. Instead of avoiding and has extensive experience in adult education planning and has fighting this view, a suggestion to embrace secularism as a lived in western and eastern monastic settings.

connectedness and identity in a time of religious flux 11 legitimate perspective and harness the potential tension that The Distinctiveness of Chaplaincy Within a will ensue. By allowing the secular voice to have a legitimate Framework of School Support Services place in the religious classroom, a space is provided in the Ms Karen Holmes (Session W3.7) pluralist landscape of the microcosm of society that is the Caring for people within school communities speaks to the 21st century classroom. This workshop hopes to introduce a core business of education and connection. Meeting the conversation about different approaches, ideas and (some) physical, psychological and spiritual needs of school com- resources that can be utilized in a classroom that welcomes munity members is important as schools aim to connect with and engages the secular voice. It aims to use a variety of activi- the whole person and produce resilient, competent and suc- ties and strategies to engage participants in challenging them- cessful individuals. A variety of support services are required selves (and therefore their students) to extend their thinking to meet the diverse range of needs presented within a school and adopt different lenses. The hope is to engage participants community. Schools often have a range of services provided in activities, incorporate ICTS and initiate discussion that may within their school and community, with services from psy- continue as a conversation. The use of an ipad or laptop would chologists, social workers, counsellors, nurses and chaplains be beneficial in this forum. all being common support service providers. These services Judy is Head of Religious Education P-12 at Moreton Bay aid in the holistic connection between the students wellbeing, College in Brisbane and has been involved in education for over family and overall development. The distinct role of chaplains 20 years. She has recently completed her Masters in Religious is a road of discovery in providing the connection of pastoral Education and is considering her next move in relation to care to the school community as a link between the physical, study. Judy is also passionate about working with young people psychological and spiritual wellbeing of school community and journeying with them to help unleash their potential. She members and families. Chaplaincy also provides a constant believes RE is the most important subject in the curriculum as presence and ongoing care for all those within the school it offers perplexing questions, challenges the head and the heart community. In this way, chaplains are able to provide another and connects with the real world. dimension of care and connection not offered by other caring professions. This session will explore the effectiveness of the pastoral care connection to the school community through The Benjamin Zander Experiment: Giving the Class support services, particularly chaplaincy. A’s and Inspiring Them to Awaken Possibilities Karen Holmes is the General Manager of Chaplaincy and Ms Judy Harris & Revd Peter Hobson (Session CP2.3) Wellbeing Services with ACCESS ministries. Karen has worked as This paper will be a summary and reflection of an experiment a Chaplain in Primary and Secondary schools. Prior to her time (yet to begin) that was inspired by the revelations of Benjamin in Chaplaincy, Karen worked in social welfare with unemployed Zander and his vision of challenging and changing the under- adults, and in the government and corporate not-for-profit sec- lying premise of learning in his music classroom. Benjamin tors. Karen also has many years of experience in voluntary youth Zander began his class by letting all his students know they ministry work. would achieve an “A” grade for the subject; the only require- ment was they write him a letter, dated the end of the course, outlining what they had achieved during their time in his Finding Faith in Film: A Hands-On Workshop classroom. This idea, using positive psychology, appealed to us Mr Richard Leigh (Sessions W1.6 & 4.2) and became a real possibility in our planning for RE for 2014. It has been said that “as information doubles, knowledge is What we hope to share in delivering this paper is an outline of halved, and wisdom is quartered.” In a world saturated with what we did, how we planned for it, the reading and support information and trivial media, chaplains and religious educa- materials we used, the self-reflection along the way, the suc- tors have a vital role to play in promoting wisdom. But what cesses and failures and the “we’d do that differently next time” tools cut-through to young minds? Richard Leigh, founder of scenarios. We also hope to able to include some insights from the not-for-profit Campfire Film Foundation, argues that quali- students who participate in the venture. We do not yet know ty short film art offers one of the most powerful ways to engage where this will lead us, so it a leap of faith, but we would like to young people in the big questions of life. While ‘video clips’ offer our considered reflections. are a popular and accepted tool for the RE classroom, it takes See above for Ms Judy Harris biography. time and practise to identify those which are truly artful and Peter has been involved in ministry with the Uniting Church help guide students towards wisdom-thinking. This workshop of Australia (UCA) for over 20 years as a Youth Worker, Chaplain offers a hands-on opportunity to build useful skills in this rich and Minister of the Word. He is currently the Secondary Chaplain area, exploring the following themes: at MBC, teaches Religious Education and is completing a PhD in Finding faith in film; the hidden layers Theology. Peter is passionate about empowering young peo- Become a 5-minute-film-critic: tips for Chaplains-on-the-run ple and employs the power of story to connect and inspire. Limitations: how even a powerful film cannot ‘prove’ Originally from Townsville, he is also an avid supporter of the your point North Queensland Cowboys! Sourcing the “spiritual gems” Mini-festival; practise your techniques on a handful of quality shorts

connectedness and identity in a time of religious flux 12 About our Papers, Workshops and Presenters

After the film: the importance of open, respectful Discipleship a Tool for Professional and discussion Personal Development Join this stimulating workshop for an entertaining and lively Ms Megan Levy (Session W1.3) discussion around this rich resource. Drawing from Hans U. von Balthasar’s theology of the Paschal Mystery, this workshop has been designed to encourage Richard Leigh is a secondary teacher, documentary film Religious Education teachers to incorporate into their per- making graduate of the Victorian College of the Arts and pro- sonal and professional life Jesus’ role model of discipleship fessed Christian. He has worked at SBS and ABC television and through a process of self-reflection and self-knowledge. The estab-lished ‘The Campfire Film Foundation’ in 2006. Richard theology of von Balthasar invites the reader to engage the heart believes everyone should have a safe place to share their stories and spirit in the mystery of Love. Von Balthasar’s work can be in order to reason, argue and question together, as Christ did. He proposed as an instrument and vehicle of the love of God for would love to believe that short films could change the world, but humanity, as it offers new horizons upon which to observe and at least he knows that they can start a good conversation. if, by grace, apprehend the unfolding immensity of Christ’s love for his Father and for us. Von Balthasar’s explores the Paschal Effects of Domestic Violence and/ Mystery through five themes: love, obedience, suffering, or Forced Migration abandonment and death, which are the core and motivation Ms Megan Levy (Session P 3.3) of Christ’s model of discipleship. The Bishops Mandate Letter The findings of a two year qualitative research show the poten- declares: “Religious Education is a form of Ministry of the Word tial impacts on the psycho-social development of migrants classes should foster the kind of critical reflection that leads to escaping domestic violence and/or war-forced migrants. commitment to the Person of Christ”. While the Code of Ethical Conduct of Catholic Education in Western Australia states: 1) Maslow’s and Ericson’s developmental models show an We call on all involved with our schools to look to Jesus for inversion and a regression process based on the psychological the nourishment and energy they need for their educational and emotional impact of migrating, escaping domestic violence, work, and to strive to appreciate His message more deeply. And and/or suffering torture and/or war trauma. both find their echo in 1 Peter 2:21For this you have been called, 2) Personal Convoy and Bronfenbrenner’s Nested System because Christ also suffered for you, leaving you an example show the importance of community and welfare services on that you should follow in his footsteps. As RE teachers there- the life, safety, psychological development, social integration fore our commitment must be to serve others by modelling and acculturation processes of migrants and/or those persons Christ within and with-out ourselves. This workshop provides escaping violence (including DV). Plus the important role of the a practical method to approach this common goal. Functions of Social Support for these cohorts. See above for Megan Levy biography. Using three models of social and psychological development we will approach the world of survivors of domestic violence and/or torture and war trauma, to explore the following Clarifying Spiritual Identity in Young People questions: From Religious and Non-Religious Backgrounds How can migration and violence (including DV) affect Mr Rowan Lewis (Session CP2.1) psycho-social developmental models? How is a social nested Religious-spiritual questing is an innate part of a young system affected by migration and/or domestic violence? Why person’s process of identity development. Identity develop- are the Functions of Social Support empowerment tools? Why ment observes that each young person faces the world with can a mother escaping domestic violence can potentially be a series of deep-seated questions that demand internalised both victim and perpetrator? and embodied answers. Religious or spiritual identity theory The goal of this presentation is to support both clinical prac- highlights that amidst the pronounced adolescent desire for tice and cultural competency, and is directed to mental health social acceptance (Am I beautiful? Am I competent? Where do services, educators, psychologists, social workers, counsellors, I fit in? To whom do I belong?) come the more quiescent but no nurses, doctors, child workers, teachers, welfare, multicultural less urgent identity forming concerns of spirituality - of truth, and domestic violence services. morality, meaning, community, transcendence and sacred- ness. A young person who begins to clarify their internalised Megan Levy has a wealth of experience including work as a responses to these existential demands gains a grounding counsellor with SeTTS (Association of Services for Torture and from which they can integrate the various other demands of Trauma Survivors), tutoring in Theology and Developmental identity formation. This paper will examine the protective Psychology at The University of Notre Dame Fremantle and as factors that ensue from an identity formation process that a Counsellor/Educator and CRS Australia and Palmerston Drug deliberately includes religious or spiritual identity exploration. & Alcohol Services. Her career objectives include using her In particular, this paper will examine the commonality of this research skills and education to serve others in promoting self- developmental process in young people from both religious knowledge and self-actualization. She seeks to help people in and non-religious backgrounds and will identify the processes crisis, the socially disadvantaged or marginalized and to assist in and practices that assist religious/spiritual identity clarifica- the prevention of domestic violence. She strives for the highest tion as well as those that can lead to foreclosure or diffusion in ethical and quality and to support others on their way to success. educational settings.

connectedness and identity in a time of religious flux 13 Rowan Lewis is an educator, youth worker, writer and speak- Jesuits ‘to appreciate more deeply our covenant with creation’. er who remains deeply committed to the tradition of spiritual At Riverview treading lightly on the Earth still poses many formation in young people. As the lecturer for Youth studies at challenges but many are willing to lighten the footprint. Tabor College Victoria, he perceives one of the great challenges Discovering what boys are capable of achieving when set a facing the church is the genuine nurturing of personal faith sustainability challenge has been rewarding, it is sharing what throughout the challenging and irreverent years of late-adoles- is possible that we all can benefit. cence and emerging adulthood. Rowan’s approach to holistic Sue trained as an agricultural scientist but for the past youth spirituality challenges many to rethink contemporary twenty five years has been working to engage her community to discipleship practices in the effort to help young people practice “care for country”. Sue has been the part-time environmental edu- ‘authentic faithing’ in the context of fast-paced, meaning-focused cation officer at Riverview since mid-2009 working alongside yet often doubt-riddled lives. staff, boys, parents and the wider community helping Riverview become a sustainable school. In 2014 Sue will take on the role of part –time SIC Sustainability Centre Coordinator. Sue has worked Address: The digital challenge in Parish formation working with the parish of St Madeleine’s Ass Professor David Loader OAM (Wednesday 10:45am) Kenthurst as sacramental coordinator, catechist, and liturgy The industrial revolution’s technology is still with us but committee coordinator. Sue has worked with Catholic schools increasingly it is being marginalised by advances in computer in NSW and with Catholic Earthcare Australia to developed “On microminiaturizetion. Whatever your device, and we all seem Holy Ground” an ecological vision statement for NSW Catholic to have many, we are increasingly being drawn not only into schools. Sue through the Columban Centre for Peace Justice and the Information Age but into the social media domain. Is Ecology sends to NSW Catholic schools a Catholic Sustainable our life better, do we have any choices, how can we seize the Schools newsletter – Enhance. Sue is an executive member of moment to improve our community? NSW Chapter AAEE, and cares deeply for God’s creation. David Loader is a Principal Fellow in the Melbourne Graduate School of Education, Melbourne University. He is passionate about school reform and was a leader in the introduction Cultivating a Religious Identity in our Students of personal computing in the early 1990’s. He was an innovative Ms Marlo Newton (Session W4.7) School Principal for 32 years and takes this energy into ‘retire- Cultivating a Religious Identity in our students Using Avram ment’ where he continues to contribute to research and devel- Infeld’s “5 legged table” as a basis for discussion Avram Infeld is opment. He is the author of two books, The Inner Principal and a leading educator, of South African origin, based in Israel. His Jousting for the New Generation: Challenges to contemporary thinking about identity formation led to the development of schooling and co-authored a third, Our School, Our Future. the “five-legged table” of Jewish identity. He posits that identity David has received a number of awards; Sir James Darling Medal is made up of five pillars: Memory, Family, Covenant, Hebrew from the Australian college of Education, the Gold Medal from and Israel. There are two main foci of his approach. One is that the Australian Council for Educational Leaders, the Centenary the greater number of pillars you have, the stronger your iden- Medal ‘for outstanding services to education’ and the Medal of tity. The other is that if you have three pillars of the five (the the Order of Australia (OAM) from the Australian Government. least number you can have and maintain your identity), then you have at least one thing in common with any other Jewish person on the planet. This examination of identity is appealing St Ignatius’ College, Riverview: Finding God in all to older primary students as they explore in what ways they Things to Connect and Care for God’s Creation are, or might be, developing a religious worldview. The work- Ms Sue Martin (Session CP3.7) shop will unpack the five pillars and how students are encour- In sharing our story to help those in our community, the boys, aged to think about their own identity, and then encourage parents, staff and wider community to connect more deeply participants to imagine the five pillars for Christian identity, or with God’s creation we hope to assist other schools on the Muslim identity. sustainability journey. It is in learning to love and understand Marlo Newton is an accomplished educator, manager and more deeply the connections occurring locally that we can fundraiser who has held senior positions in major educational foster environmental leaders of the future, to be men and institutions in Australia and America. Has over 20 years of women for others. Saint Ignatius’ College through environ- experience instilling a love of learning and inspiring students mental policies and curriculum aims to care of promote and across the world to reach their full potential. Currently she is implement sustainable policies and practices locally and also the Executive Director of the United Jewish Education Board, to promote awareness and understanding of global environ- with previous roles including Coordinator of Jewish Life, The mental issues. Reconciliation with Creation is the calling on King David School, Head of Hebrew & Judaic Studies at Brandeis Jesuit ministries to develop clear programs and initiatives to Hillel Day School and a wealth of other local and international address environmental issues which Riverview has undertak- experiences. en with the inception of its Environment Committee in 2006. At the international level, the General Curia’s Social Justice and Ecology Secretariat has formed a task force to help implement Decree 3 of General Congregation 35, which encourages

connectedness and identity in a time of religious flux 14 About our Papers, Workshops and Presenters

What Sort of Faith do We Want Our Religious Habib Jirjis: Reformer of Religious Education Education Teachers to Have? in the Coptic Orthodox Church Dr Rose Marie Prosser (Session W2.4) His Grace Bishop Anba Suriel (Session CP1.3) The Christian Life Surveys show that young people are discon- The Coptic Orthodox Church’s multifaceted encounter with nected with institutional church but parents are sending them Modernity was facilitated in great measure though the educa- to church schools so that they can participate in RE programs. tional reforms of Archdeacon Habib Girgis. This paper exam- To engage these students, teachers need to be able to dialogue ines the life, writings, sermons and vision of Habib Girgis as he with the questioning faith, or the “no-religion” stance, or maybe sought to drag his church—sometimes protesting, sometimes the committed faith of the students. What sort of faith will acquiescing and somewhat hesitant—into the twentieth cen- enhance the teacher’s ability to interest or engage the variety tury through educational and structural reforms. of students in their class - literalist faith, relativist faith or sym- Bishop Suriel was born in Port Said, Egypt in 1963, and mi- bolic faith? grated to Australia in 1967. He holds a Bachelor of Science Degree Rose Marie Prosser was involved in secondary RE and T&T majoring in Pure Mathematics and a Diploma of Education. He education for many years and currently is a lecturer in Practical was consecrated a monk in 1991 and in 1993 he was ordained Theology at Yarra Theological Union, a College of the University a priest and then in 1996 he was appointed pastor in Honolulu, of Divinity in Melbourne. She is very involved in teacher forma- Hawaii where he lived with the Marianist Catholic Community tion in scripture, theology and spirituality. of Hawaii and he studied Theology at Chaminade University. In 1997 he was ordained as a General Bishop in the Coptic Orthodox Church and given the name Bishop Suriel. In 1999 was appointed Glue and Grace: Classroom Prayer as a Place of as Bishop of Melbourne, Canberra, Tasmania, South Australia, Discovery, Connecting and Finding Myself Western Australia and New Zealand. He was enthroned in his Ms Ann Rennie (Session W1.5) Diocese in Melbourne later that year. Since then he has com- This will be hands-on workshop using The Australian Catholic pleted a Masters in Religious Education at the Australian Catholic Youth Prayer Journal and other resources to look at prayer University and soon His Grace Bishop Suriel will be completing in the contemporary classroom and how this helps to create his PhD in Religious Education from Fordham University, New community, brings about healing and enables individuals to York . get in touch with the core of who they profess to be. There will be some discussion about establishing a classroom climate conducive to prayer, a safe and welcoming place for all and var- Putting the Student at the Heart of the ious ways into prayer that can link to the teenage experience. Religious Education Curriculum This workshop will ask participants to be ready to write their Mr John Thomas & Ms Kathleen Ashton (Session CP2.4) own prayers and reflections and to discuss the reality of the All teachers, across all curriculum areas, are charged with the school classroom and religious identity and affiliation today. responsibility of differentiation in order to meet the needs of Although the workshop will have some academic framework diverse learners in the classroom. This is even more true of the the idea will be to enable participants to ponder, ruminate, RE curriculum. The RE Curriculum, in fact, must be the most think and wonder about their spiritual selves and mirror just differentiated of all curriculum offerings. Students enter the what we would want to encourage in our own students. secondary classroom with some knowledge, albeit limited Ann Rennie is currently teaching at Genazzano FCJ College or fragmented in some cases, of language, mathematics and in Kew in the areas of Religious Education and English. Her quali- science, but for many, the RE classroom is their first foray into fications include Masters Degrees in Religious Education and religious literacy. The present day secondary RE classroom is Educational Leadership from the Australian Catholic University. home to the most diverse group of learners, including those She is well published and writes for Unguarded Moments, in who have had no or little exposure to religion, through to those Australian Catholics, a national magazine published by the who have studied religious education in primary school and Jesuits and is a regular contributor to The Sunday Age Faith those who have a formal connection to church. Overlaid on column and has had articles published in The Australian, The this panorama is the usual breadth of ability that students National Times and Madonna on subjects ranging from poetry to bring to the classroom. This session explores possibilities for Elvis to the joys of being a benignly neglectful mother and using differentiating secondary RE curriculum in the light of these clouds as her cathedral of worship. Ann is currently a homeroom challenges. teacher and loves the part of the job that keeps her connected to John Thomas has taught for over 30 years in the Catholic young people. She does not like the correcting! As a homeroom sector in Queensland and Victorian schools. Most of John’s and classroom teacher she believes that a teacher creates the experience is in the secondary sector. He has postgraduate climate for prayer and that there is much spiritual and psycho- qualifications in Religious Education, Theology and Education. logical good done when young people pray together. As a practitioner John has been responsible for the Religious Education curriculum in five very different schools. He has been involved in the writing of religious education curriculum docu- ments and is currently the State Panel Chair for Study of Religion in Queensland. John has a passion for religious education and the faith development of young people.

connectedness and identity in a time of religious flux 15 Kathleen Ashton has taught across primary and second- belong, a globalised focus, visual imagery, the importance of ary Catholic schools in Queensland and New South Wales in a story, click and go information and connection, connection career that spans 30 plus years. Kathleen has fulfilled roles as an and more connection. In this workshop various social media Academic Coordinator, Support Services Coordinator, Assistant sites will be examined and their lessons for contemporary edu- Principal and Assistant Principal Religious Education. She holds cators discussed and applied to common topics in Religious postgraduate qualifications in Education, Special Education, Education courses including scripture and morality. Working Educational Leadership and Religious Education. Most of knowledge of Facebook, Twitter, Linked In, Pinterest, Scoop It Kathleen’s work in secondary schools has revolved around and Spotify is not necessary for this workshop, the principles supporting diverse learners. Kathleen has a specific interest in underpinning each site will be examined for their pedagogical differentiating religious education to ensure that all learners can potential. access the curriculum at an appropriate level, including gifted See above for Caroline Thompson biography. learners, students with specific learning needs and students from other faith traditions. The Importance of Heroes: What Charism can Offer the RE Classroom Connecting with a Globalised World and a Dr Caroline Thompson (Session W4.1) Multi-Faith Level Classroom This presentation will look at the universal appeal of heroes Dr Caroline Thompson (Session W2.1) using film and television excerpts as well as contemporary This presentation looks at teaching world religions in a time of figures. Everyone loves a hero, and heroes of the faith can offer religious flux. The secular challenge to religious education in much to schools and teachers in challenging young people Australian schools could be partly addressed in dialogue with to connect to, and live out Christian values. Connecting with other faith traditions and other cultures. Many young people the charism of religious orders is one way of building school have lost the sense of religion and the sacred as an important culture and giving young people a lens into the Gospel story. aspect of personal and social expression. Connecting with In addition, charism underpins symbology, social justice initia- young people of different faith traditions, and examining the tives, values, leadership development and welfare structures global nature of religious expression, can address this concep- in schools. In this workshop the potential of charism will be tual dissonance. This workshop will examine why teaching examined as a classroom focus and tool for connecting young about the various faith traditions is critical to building a bet- people with wider faith organisations in Australia and beyond. ter world and how the RE classroom can develop and sustain See above for Caroline Thompson biography. healthy religious identity and expression. Caroline Thompson has worked in Catholic education in New South Wales and Queensland for over thirty years as a teach- Thinking Routines: Religious Education Context er, and in a variety of leadership positions: Head of Curriculum, Mr Geoff Trevaskis (Sessions W2.6 & W4.5) Welfare Coordinator, Assistant Principal and Principal. She is cur- The 21st century requires more from our students than an rently Leader of Pedagogy at Mt St Patrick College in Northern ability to remember information, or to regurgitate it on will. It New South Wales, where she works with teachers on improving requires that they have the ability to decode information rich teaching programs and practices to better address students’ resources, pulling them apart and often reassembling them educational needs. Caroline completed her doctoral studies in in order to create new meanings. These are skills that have 2011, having undertaken extensive research into the place and always been of paramount importance in the exploration of function of faith leadership in secondary school leadership posi- our spiritual nature and so we have attempted to make them tions. In this research, she examined in particular the effective- an integral part of the learning students undertake in their ness of religious education in a secular world and the importance RE studies at Carey. The workshop will focus on using spe- of strong religious leadership at all levels of school education. cific Thinking Routines (as developed by Project Zero through Caroline is also active in community and parish organisations Harvard University) within the context of an RE classroom. and has presented seminars and papers on a wide variety of top- Participants will participate in the routines, learning by doing. ics to adult and student groups. The focus is on students learning the patterns of thinking required to decode often difficult sources (such as the Bible, religious artworks, and the symbols in artwork by Aboriginal Lessons we can Learn from Facebook: Australians) in an authentic manner, that leaves room for Connecting in a Digital Age their own understanding, while still building on some basis of Dr Caroline Thompson (Session W3.1) shared knowledge. This presentation will look at the social media phenomenon Geoff Trevaskis heads up the Community and Religious as a challenge to religious educators seeking to better connect Education department at Carey Baptist Grammar School in with young people in the RE classroom. If we accept that in Melbourne’s inner-east. He is passionate about educating stu- the digital age, how we say things is as important as what we dents to discover and explore their own sense of spirituality and say, then Facebook and other sites present a clear framework connectedness. He has never presented at a conference before, for presenting the message of Christ: emphasising the need to so be nice!

connectedness and identity in a time of religious flux 16 About our Papers, Workshops and Presenters

Creative Art & Technology: RE Projects Using ipads such as analysis and higher order thinking. I believe that if a for Middle School Students Religious Educator develops a more nuanced under standing Ms Debbie Waite (Sessions W1.2 & W4.6) of the range cognitive functions that are linked to learning, they During this hands-on workshop, participants will create their can create Religious Education activities which stimulate and own “Beauty of Nature” slideshow using transitions to illustrate strengthen the functioning of specific areas of the brain. The “The Creation”. Later they could add their favourite spiritual goal of this workshop is to share strategies which I have been piece of music. Participants will learn to photograph a vari- using in the secondary RE classroom (7-12), which improve ety of flora and fauna using iPad Photobooth applications brain functions, so that students can learn about religious con- and explore special effects such as Kaleidoscope, Xray, Mirror, cepts in a more effective manner. Thermal and Light Tunnel techniques. Debbie will also show Elizabeth Webster is currently Head of Religious Education a range of online Middle School projects created by her stu- at Loreto Normanhurst, which is a Catholic, secondary inde- dents, such as keynote interactive posters, quiz games (Beat pendent girls’ school on Sydney’s Upper North Shore. She is an The Buzzer) and iMovies using the Garage Band application. experienced classroom practitioner with demonstrated suc- Students can now not only read The Bible in text form, but can cess in teaching and curriculum development and design. She also enjoy viewing the online iBible, thus gaining knowledge has taught all levels of senior Religious Education, in a range of using film clips. Participants will come away from this work- Catholic Independent and systemic schools and is committed shop inspired and stimulated and hopefully ready to add mod- to helping students achieve academic excellence. Elizabeth is ern technology to their R.E. curriculum, with the end result of a committee member of the NSW Association for Studies of engaging their students with a variety of iPad projects to fur- Religion. She is currently completing Masters in Educational ther develop their spiritual journey. BYO own iPad and Charger. Leadership at ACU Strathfield. Elizabeth and her colleague were Debbie Waite qualified initially in Graphic Design from recently interviewed by Rachael Kohn for an episode of her radio Swinburne University and later added a Diploma of Education program: The Spirit of Things about youth spirituality in contem- from Melbourne University. She has taught Art, Photography porary society. Elizabeth has been inspired by the work of Dr. and Ceramics for 30 years and has added Religious Education Dan White, who completed a thesis: Pedagogy: The Missing Link for the past 4 years. Debbie is currently Acting Head of Religious in RE and the work of Barbara Arrow-Smith Young, author of ‘The Education at Firbank Grammar School, Brighton in Melbourne Woman who Changed Her Brain’. Elizabeth has been creating where she worked with recently retired School Chaplain, the teaching and learning strategies for RE teachers based on brain Reverend Maree Vines to develop an innovative R.E. Middle based research that are bringing about a range of positive results School curriculum using art and iPad applications. Debbie be- in relation to the way students are learning and performing in lieves that young teenagers need to develop their spirituality and Junior and Senior RE. understanding of Christianity in a stimulating, creative way using 21st Century technology which students use on a daily basis. Engaging Learners, Enhancing Learning: The Use of Synchronous Teaching and Learning Brain Based Learning or ‘Neuroeducation’ Approaches in Fully Online RE Units Ms Elizabeth Webster (Sessions W2.2 & W3.4) Dr Ann Maree Whenman (Session CP2.2) The universal is that we all have a brain and furthering our The theory of transactional distance suggests that distance knowledge of how our brain shapes us through mediating our education is not just a matter of physical or geographic separa- understanding of the world . . . we can have the knowledge to tion but a pedagogical concept. The extent of the transactional develop treatments to shape our brains’. Barbara Arrowsmith- distance between the learner and the teacher in the fully Young. This workshop will focus on how Religious Educators online learning environment is determined by the dynamic can harness neuroplasticity for practical applications at their relationship between three variables: dialogue, program schools. I attended the 2013 ACER Conference, entitled: How structure and learner autonomy. In the development of online the brain learns: what lessons are there for teaching? I have pedagogy that will assist the learner to negotiate transactional been extremely inspired by the work of Dr. Dan White and distance three key areas need to be considered: creating a Barbara Arrow Smith Young who have contributed an enor- voice for learning; connecting in a space for learning; and, mous amount of research in the area of bran based learning. creating a time for learning. Online participation is a key strat- I have enjoyed sharing the insights I acquired from this rich, egy in online pedagogy. It is what makes online learning more professional learning experience with colleagues. I believe than just distance education in a virtual environment. There that my ongoing professional learning in the areas of brain is a growing body of research in many disciplines, other than based learning, neuroscience and ‘motivation’ have been cen- religious education, exploring this role of online participation tral to my effectiveness as a Head of the RE Faculty at Loreto in online learning. This paper will explore aspects of teaching Normanhurst. I have been conducting a great deal of research and learning in religious education in a virtual, fully online into the way neuroscience can inform dynamic and innova- environment that aim to engage learners and enhance learn- tive pedagogy in Religious Education. I have discovered that ing. It provides a presentation and discussion of research that neuroplasticity has a great deal of relevance for religious edu- focused on the effectiveness of optional synchronous (“live”) cators because it reveals a so much about what regions of the teaching and learning strategies, such as the “Chat” rooms brain and networks are crucial to various aspects of learning, and Adobe Connect Meeting / tutorials, in establishing and

connectedness and identity in a time of religious flux 17 maintaining sustained student engagement in the fully online religious faith or belong to an alternative tradition. The enquiry learning environment. focused on the nature and purpose of worship in the church Ann Maree Whenman is a Lecturer in Religious Education school and the manner in which they can be conducted, given in the Faculty of Education at the Australian Catholic University. the population of the church school. The study employed She completed her PhD in the School of Religious Education at qualitative research methods across nine schools of both ACU with the focus of the thesis is a historical account of the pro- Uniting and Anglican denominations in Western Australia. vision of Religious Education for Catholic children not attending The emergent material developed a theology of worship Catholic schools in New South Wales from 1880 – 2000. She has applicable to the church school context and a set of guiding published several scholarly papers on this topic in the Journal principles for its conduct. This paper will focus on the overall of Religious Education and the Religious Education Journal of outcomes of the study, and consider issues such as indoctrina- Australia. Ann Maree’s current research interests include Parish tion, and ‘enfaithing’. based Religious Education and Ministry and Inter-Church coop- Rev Anne Wright has been involved as a chaplain in Uniting eration in Religious Education particularly within State Schools Church schools, for the past thirteen years and is currently in New South Wales. Within her designated teaching role at ACU employed at Scotch College, Perth. She has a history extending as a Lecturer in Religious Education, Ann Maree has a research back 30 years working in state and church schools and congre- interest aimed at the improvement of Teaching and Learning gations, in Religious Education and leading worship. Anne is in the Fully Online and blended modes, particularly in Post a minister of the Uniting Church in Australia and is s trained in Graduate Units offered in Religious Education. both education and theology and her doctoral studies have been conducted through Murdoch University with Professor Brian Hill as supervisor. She is passionate about providing opportunities Identifying Risk in Youth and Children in Schools for encouraging spirituality in children and adolescents. Ms Linda White (Session W3.6) This session focuses on identifying and discovering risk in youth and children in a school environment. Tailor made for pastoral care workers and chaplains; this session covers main presenting issues such as mental health including stress, depression, anxiety and psychosis. It connects at risk factors to alcohol and other drugs misuse, relationship issues and also family issues. This session will identify the risk factors that put young people at harm and will also cover protective factors such as connection, support and supervision. It will give the audience tools on how to engage and connect both proactively and reactively through pastoral care. This session will also identify types of trauma including abuse and trauma reactions, and will equip listeners on how to refer effectively and within a legal framework in a school support setting. Linda White is the General Manager, Christian Education Services ACCESS Ministries Training Institute. She is also the Proprietor of White Training. With experience as a corporate trainer, youth and young adult pastor, industrial and school chaplain, counsellor and educator she has specialised in the areas of mental health, pastoral care, leadership and ministry. Linda has developed and delivered accredited training and professional development from this specialty, to a broad range of organisations in the education, non-profit, corporate and government sectors.

Worship Experiences in Church Schools: Towards a More Effective and Ethical Model Rev Anne Wright (Session CP1.4) This paper emerges from her recent PhD study, ‘Worship Experiences in Church Schools: Towards a more Effective and Ethical Model’. It is directed to reassessing the concept of school worship in the light of increasingly secularised population of schools sponsored by Christian denominations; ie a population in which a significant proportion of attendee may not come from a consciously embraced background of

connectedness and identity in a time of religious flux 18 Registration Form & Tax Invoice

Important Information: Submit completed form via either: 1. Please complete each section of the form Fax: (03) 9421 1682 2. Each delegate must complete a separate form Email: [email protected] 3. Indicate preferences with an X or number as required Post: AARE Conference 2014 4. A signature must appear on this form Jenny Crofts Consulting Conference Registration is advisable no later than June 30 41 Davison St, RICHMOND 3121 2014. Registration numbers are limited and acceptances will be considered subject to availability however cannot be Earlybird discount registration and guaranteed. Full payment is due at the time of registration. payment cut off Wednesday 30 April 2014 For queries contact Jenny Crofts Ph (03) 9429 2310 / 9429 2140 / [email protected] Standard full registration and payment cut off Friday 29 August 2014 Delegate Details Title:...... First name:...... Surname:......

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X Select Registration Option ? Indicate Attendance (Y/N) Cost Fill in Cost Early Bird Registration (30 April cut off) Optional Post Conference Workshop $675 $ Full Registration Optional Post Conference Workshop $775 $ Day Registration Monday 29 September $400 $ Day Registration Tuesday 30 September $400 $ Day Registration Wednesday 1 October $250 $ Prices are inclusive of gst. TOTAL $

Social Programme & Guests The Conference Dinner on Tuesday 30 is included in the registration fee for Early Bird and Full Registrations. Please indicate your intention to attend below. Day Registrants and Delegate Guests are welcome to also attend at an additional cost. Please book and pay for these additional tickets at the time of registration.

X Select Option Cost No. Tix Fill in Cost Sunday 28 September Dinner $60 $ Tuesday 30 September Conference Dinner $125 $ Prices are inclusive of gst. TOTAL $

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connectedness and identity in a time of religious flux 19 Payment Details Conference ABN 177 528 764 87

Method of Payment (Credit Card not available) X Total Registration Cost $ Cheque (Payable to AARE) Additional Social Program Costs $ EFT Direct Deposit TOTAL $

EFT Account Name: Account description: Use your surname and first initial Australian Association for Religious Education Email a copy of the EFT confirmation to Vic Conference [email protected] to ensure payment is BSB: 063 113 ACC: 1092 7627 credited accurately to your registration.

Cancellations Alterations and Refunds Prior to ninety days before Conference commencement an administration cancellation fee of $400 per person will be applicable. Within ninety days prior to Conference commencement an administration cancellation fee of $500 per person will apply. All cancellations must be made in writing. All cancellation fees are on a per person basis for each individual participating. Cancellations made within sixty days of the Conference commencement may result in no refund.

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Workshop Preferences During the Conference programme 4 sessions of concurrent workshops are on offer, with some sessions available more than once. Places will be allocated in order of receipt. The Committee reserves the right to cancel a session with inadequate bookings. Details of each session are listed in the programme pages. Indicate your first 3 preferences for each timeslot.

Monday Tuesday # 11:45 - 1:00 pm # 3:30 - 4:45 pm # 11:45 - 1:00 pm # 3:30 - 4:45 pm W1.1 McGaw W2.1 Thompson W3.1 Brereton W4.1 Thompson W1.2 Waite W2.2 Webster W3.2 Thompson W4.2 Leigh W1.3 Dymke W2.3 Fowler & Pace W3.3 Arnel W4.3 Fowler & Pace W1.4 Rennie W2.4 Prosser W3.4 Webster W4.4 Harris W1.5 Leigh W2.5 Buchanan & Munro W4.5 de Souza & Hyde W4.5 Trevaskis W1.6 Levy W2.6 Trevaskis W5.6 White W4.6 Waite W2.7 Dowling W5.7 Holmes W4.7 Newton

Paper Preferences During the Conference programme 3 sessions of concurrent papers are on offer, with some sessions available more than once. Places will be allocated in order of receipt. The Committee reserves the right to cancel a session with inadequate bookings. Details of each session are listed in the programme pages. Indicate your first 3 preferences for each timeslot.

Monday Tuesday # 2:00 - 3:00 pm # 10:45 - 12:45 pm # 2:00 - 3:00 pm CP1.1 de Souza CP2.1 Lewis CP3.1 Collins & Carroll CP1.2 Goldburg CP2.2 Whenman CP3.2 Fisher CP1.3 Suriel CP2.3 Hobson & Harris CP3.3 Levy CP1.4 Wright CP2.4 Thomas CP3.4 Brien & Hack CP1.5 Athanasou CP2.5 Athanasou CP3.5 Coleman, J CP1.6 Coleman, N CP2.6 Buchanan CP3.6 Brennan CP1.7 Hyde CP3.7 Martin connectedness and identity in a time of religious flux 20 20 Further information Jenny Crofts Ph: (03) 9429 3210 / (03) 9429 2140 [email protected] www.vare.asn.au

Registration Inclusions Conference Venue Early-bird Registration $675 The Amora Hotel Riverwalk is a boutique 4.5 star hotel in Includes all Professional Sessions, the Post Conference Melbourne ideally positioned on Bridge Road in Richmond. Workshop, lunch and refreshments each day and the On the banks of the Yarra River it is only minutes from the Conference Dinner. Early Bird Registration Form and full CBD and all that cosmopolitan Melbourne has to offer. With payment must be received by Wednesday 30 April 2014 . 111 spacious guest rooms ranging from suites to two bedroom apartments, rooms are well appointed and offer all the Full Registration $775 creature comforts. With eight purpose built function rooms, a Includes all Professional Sessions, the Post Conference convention centre and a courtyard marquee, the Conference Workshop, lunch and refreshments each day and the needs will be well catered for. All delegates are encouraged Conference Dinner. Full Registration Form and full payment to take public transport to the Conference as parking on site must be received by Friday 29 August 2014 . is limited with a cost of $18 per day or metered street parking with time restrictions. Monday & Tuesday Day Registration $400 Includes Professional Sessions, lunch and refreshments. Day Registration Form and full payment must be received by Accommodation Friday 29 August 2014 . All delegates need to be aware the AFL Grand Final will be played in Melbourne the night before the Conference Wednesday Day Registration $250 commences. Accommodation will be in high demand, Includes Professional sessions, lunch and refreshments. therefore please book early. Day Registration form and full payment must be received by Friday 29 August 2014 . Delegate Discount Rates $190 Amora Hotel Riverwalk We recommend staying at the Amora Hotel Riverwalk, Social Programme 649 Bridge Rd, Richmond, Melbourne. Conference Delegate In addition to the stimulating and enriching programme the rates of $190 per night for the Deluxe Courtyard Queen Conference aims to provide a relaxed and friendly social Room include a full buffet breakfast. The Deluxe Courtyard forum. Ample opportunity for informal discussion both at Queen Room has a queen bed, ensuite bathroom, tea and functions or over drinks at the bar after the days sessions has coffee making facilities and a balcony overlooking the central been organised courtyard of the hotel.

It is hoped that delegates will join us for both the Icebeaker There are also a limited number of rooms which have Welcome Dinner on Sunday 28 September at a local two king single beds, for guests requiring a room with two restaurant, and the Conference Dinner on Tuesday 30 separate beds. Please note that these prices are correct at September 2014 at Tay Creggan, 30 Yarra St, Hawthorn. the time of printing , but may change. Delegates are strongly encouraged to book promptly to secure the discounted rate. The Icebreaker Dinner is an optional add on event and is not Guests wanting to stay prior to the September 28 may occur a included in the registration cost. The Conference Dinner is surcharge. included in Early Bird and Full Registrations for delegates, however if you are unable to attend please indicate this To receive the Conference rates ensure you mention your on your Registration Form. Day Registrants are welcome AARE Conference delegation prior to September 28. to book for and attend these events at an additional cost. If you have guests or family joining you in Melbourne for the For bookings contact Amora Hotel Riverwalk Conference, they are very welcome to attend these events. Ph: (03) 9246 1200 Please book additional tickets via the Registration Form. Email: [email protected]

connectedness and identity in a time of religious flux 21 Visiting Melbourne Melbourne is a lively cosmopolitan city. Its grid-like planning makes it easy to find your way around and its distinct precincts, each with its own flavour and charm, make exploring easy. Melbourne’s melting pot of cultures is reflected in its variety of restaurants, cafés, bistros and bars, so finding good food no matter what your budget is easy. Within a short walk of the Amora Hotel Riverwalk, you can find a snack or beautiful meal, take a walk along the Yarra, shop or explore one of Mel- Travelling to Melbourne bourne’s historic sites. A short tram ride will take you to Melbourne is easily reached by air from other Australian states the arts and sporting precinct. however, early bookings are advised due to the AFL Grand Final scheduled the day before the Conference starts. Trains Getting around Melbourne servicing country Victoria and interstate routes and the Sky- Using public transport in Melbourne is easy. A prepaid bus from the airport all arrive at Southern Cross Station. The myki card is required for travel across all services and No 48 tram from Collins St or No 75 from Flinders St will take can be pre-purchased online at ptv.vic.gov.au/tickets/ you directly to the hotel. The ferry from Tasmania docks at the myki at premium train stations, and all 7-Eleven stores. Station Pier in Port Melbourne, about 4 kilometres south-west of the CBD.

Eastern FWY

CBD AARE

Monash FWY

connectedness and identity in a time of religious flux Location A: Amora Hotel Riverwalk / Location B: Tay Creggen / Location C: Christ Church Hawthorn 22