Heeding the Call: Qualities of a Justice Maker
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HEEDING THE CALL: QUALITIES OF A JUSTICE MAKER A Tapestry of Faith Program for Youth Jr. High Ages 12-15 2010 BY NICOLE BOWMER AND JODI THARAN © Copyright 2010 Unitarian Universalist Association. This program and additional resources are available on the UUA.org web site at www.uua.org/tapestryoffaith. 1 ABOUT THE AUTHORS Nicole Bowmer Nicole Bowmer has been the Religious Education Assistant at First Unitarian Church in Portland, Oregon since 2006. As a writer, editor and outreach coordinator, her involvement with grassroots environmental and social justice projects has included work in Iraq as well as numerous waterway conservation and protection efforts in the Pacific Northwest and New England. She is the author of Bless This House, a collection of photographs and stories from three adjoining mobile home communities that were shut down in 2007. The book is now a resource for non-profit organizations working to preserve affordable housing options in Oregon. Jodi Tharan Jodi Tharan, M.Ed. is presently studying for the Master of Divinity at Starr King School for the Ministry, where she will be a Starr King Teaching Fellow in Spring 2011. In 2009, Jodi received the Marjorie Bowens-Wheatley Grant from the UUWF. This grant afforded her the time to be on the Worship Committee at Starr King. She has designed curricula for First Five of California & Seneca Center—agencies that serve immigrants, foster children and strengthen early childhood education. Jodi is an observant Jew and a candidate for UU religious leadership. ACKNOWLEDGMENTS I would like to thank Reverend Leslie Takahashi Morris and Reverend Clyde Grubbs for helping her understand linked oppressions in deeper ways and Reverend David Sammons, Reverend Kurt Kuhwald and Reverend David Pettee for shining the light on Unitarian Universalist ministry. I also would like to thank Jessica York, and the entire Tapestry of Faith staff for living UU values in the intricacies of working for the greater good. As ever, everything I do is for my precious children: and all the children and youth of the world. - j.t. Thanks to Cathy Cartwright for her encouragement, support and humor. Many thanks to Jessica York for her patience, diligence, and humor. To my mom, Susan Bowmer, for being an extraordinary role model of compassion, laughter, and love. And to those facing the complexities of living lives of justice, with speeches that roar and statements that whisper, with deeds found in the headlines and those erased from the fine print, my gratitude and appreciation for making this program possible. Carry on. - n.b. 2 TABLE OF CONTENTS WORKSHOP 1: THE CALL FOR AWARENESS.............................................................................................. 13 WORKSHOP 2: THE CALL OF OUR UNITARIAN UNIVERSALIST HERITAGE ...................................... 38 WORKSHOP 3: THE CALL FOR UNDERSTANDING .................................................................................... 48 WORKSHOP 4: THE CALL FOR EMPATHY ................................................................................................... 61 WORKSHOP 5: THE CALL FOR COURAGE ................................................................................................... 72 WORKSHOP 6: THE CALL FOR COOPERATION .......................................................................................... 83 WORKSHOP 7: THE CALL FOR ABUNDANCE ............................................................................................. 95 WORKSHOP 8: THE CALL FOR PEACE ....................................................................................................... 106 WORKSHOP 9: THE CALL FOR IMAGINATION ......................................................................................... 119 WORKSHOP 10: THE CALL FOR JOY ........................................................................................................... 131 WORKSHOP 11: THE CALL FOR FORGIVENESS ....................................................................................... 142 WORKSHOP 12: THE CALL FOR RESPONSIBLE LEADERSHIP .............................................................. 157 Note: If you add or delete text in this program, you may change the accuracy of the table of contents. The Table of Contents is an auto-generated list; if you change content and want an accurate representation of the page numbers listed in the TOC, click the table and click “Update Field.” Then, click “Update page numbers only.” Click OK. 3 THE PROGRAM of some of the topics, make sure potential leaders review the program before committing. Leaders need to The very least you can do in your life is be able to model Unitarian Universalist values of to figure out what you hope for. And the tolerance and justice-loving, in words and deeds. most you can do is live inside that hope. Not admire it from a distance but live PARTICIPANTS right in it, under its roof. — Barbara The content and processes of Heeding the Call is Kingsolver, author designed to meet the developmental needs of junior As Unitarian Universalists, we are called not to admire high youth or 12-15 year olds. Adolescence is a time of justice from a distance but to live right in it, under its tremendous physical, psychological, and cognitive roof. This series of workshops offers a unique growth and development. Typically, adolescence marks opportunity to engage youth in the critical work of the start of reflective thinking—an ability to think about developing skills as Unitarian Universalists committed to thinking. Self-consciousness and awareness of others social justice. The workshops encourage youth to reflect are heightened. Many youth develop a strong sense of on their own lives while also making connections to the justice, while at the same time beginning to notice lives lived by others. This both/and approach increases injustice in the world around them. Though their ability to youth's self-awareness while also developing leadership be compassionate is growing, peer pressure is also skills. The stories offer real-life examples of people increasing in importance. This can lead to exclusion of facing the complexities of living lives of justice. It is those who "don't belong." You will want to constantly under this roof that the youth become Justice Makers. encourage the group to be inclusive. Justice does not come into being automatically. Adolescents feel autonomous, but are still dependent on Individuals must work together, learn together, listen the network of others who care for them. Early together, laugh together, and heed the call together. adolescence sometimes marks a period of diminishing GOALS communication between youth and their caregivers. At the same time, adolescents are considering their This program will: identity: who they are and who they wish to become. Identify qualities needed to create justice The process of identity development is intimately tied to youths' families. Although family relationships define Explore social justice as individual and collective young children's identities, adolescents embark on the acts of our spiritual journey journey of navigating independent, relational identities. Demonstrate how to engage in social justice Tensions from change—both internal developmental work changes and external changes, such as death, divorce, remarriage, and inclusion of new family members—often Connect youth's sense of belonging to Unitarian arise. While adolescents may rebel against or even Universalism by learning about the social justice rebuke families, they need and depend on them. actions of Unitarian Universalists Belonging to a wider shared community, such as a faith Provide youth with tools they can use in justice community, can support adolescents and their families. work. Workshop leaders and other supportive adults or mentors in the congregation can be of great value during LEADERS these years. People with skills in the areas of child development (with Some characteristics of the young adolescent include: a particular focus on youth), social justice, and/or the Seeks support for self-esteem and body image arts would most likely enjoy leading these workshops. as she/he transitions into an adult body Seek leaders who are willing to learn alongside youth and help them build leadership skills instead of doing the Engages in abstract and hypothetical thinking work for them. Working with a co-leader offers great Concentrates on self and other's perceptions of opportunities to reflect with another adult as you guide the self and witness this exploration of social justice for youth. Co-leaders who complement each other with different Engages actively with peers and social skills—perhaps one with experience in social justice relationships work and another who has worked with youth before— would be good choices. Because of the sensitive nature 4 Tries to reconcile the inner self with the outer Celebrating both change and continuity. self Explores gender, racial, and ethnic identities INTEGRATING ALL PARTICIPANTS through affiliations Expresses criticisms of self and others By adapting activities or using alternate activities, you can help ensure that every workshop is inclusive of Seeks belonging and membership, and is participants with a range of physical and cognitive concerned with social approval abilities and learning styles, food allergies, and other sensitivities or limitations. Below, you will find general Takes on others' perspectives and understands guidance on adapting the activities, along with some that sharing