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A Pastoral Theological Approach to Restorative Practices in the Australian Catholic School Context

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A Pastoral Theological Approach to Restorative Practices in the Australian Catholic School Context A Pastoral Theological Approach to Restorative Practices in the Australian Catholic School Context by Christopher James Cotter A thesis submitted in fulfillment of the requirements for the degree of Doctor of Theology University of Divinity 2019 Abstract Restorative practices are a suite of interventions designed to improve social discipline and grow social capital through participatory learning and decision making. Participants involved in restorative conferences often report a powerful sense of transformation leading them to responses of surprise and wonder. This research examines what is really going on in these transformative experiences through a pastoral theological approach to restorative practices. The contention of this thesis is that Catholic school communities that adopt and practice a restorative philosophy can invite their members to participate in the resurrection: Christ’s work of forgiveness as risen victim in the unbinding of human beings from the necessity of victimhood and division, and inviting active participation in the unfolding of a new creation. The principles, philosophy and processes of restorative practices as used by Catholic schools in Australia are described and understood from the perspective of the evangelising mission of the Catholic school. Read through the lens of René Girard’s mimetic theory and its development in the theology of James Alison, restorative practices illuminates the central Christian mystery of the resurrection in a most tangible and practical way. A case study narrative describes the transformative experience of a restorative conference through the eyes of the participants; two students and two teachers from a Catholic school. Their interpretation both affirms and challenges the pastoral theological approach, 2 leading the researcher into an engagement with the thought of Bernard Lonergan and Robert Doran. The result is a deeper and more adequate rendering of the nature of the transformation wrought by the restorative conference in the lives of the students. Finally, the pastoral theological approach offers Catholic schools and systems of Catholic schools opportunities for the explicit formation of staff in a thoroughly pastoral and practical theology and in a spirituality of hope. 3 Declaration of Originality I hereby certify that this thesis contains no material that has been accepted for the award of any other degree or diploma in any university or academic institution. I affirm that to the best of my knowledge, the thesis contains no material previously published or written by another person, except that which is appropriately referenced in the text and footnotes of the thesis. Christopher Cotter Candidate 30 June 2019 4 Acknowledgements First of all, I’d like to thank my two supervisors. My principal supervisor, Prof Maryanne Confoy RSC has been a champion of the project from the start and a strong advocate and guide along the journey. If she hadn’t heard from me for a while Maryanne’s calm, enquiring emails (“is there any way I can be of assistance”) would appear in my inbox. They were always timely and encouraging. Maryanne has the knack of finding the right balance between support and challenge for me as a part- time student working full-time, with a growing family. My associate supervisor, Dr Kathleen Williams RSM introduced me to Method in Theology over twenty years ago and provided the motivation and direction to engage more deeply with Lonergan’s thought. Kathleen’s precise and logical questioning always brought out the best in my thinking and writing. I am deeply indebted to these two outstanding women and academics. The inspiration for this research came from my work with the Principals, teachers, students and families of the 31 Catholic schools in the Diocese of Wagga Wagga. Their commitment to the day-in day-out work of creating and recreating spirit-filled communities of faith and learning have been an important touchstone and regular reality check for this research. I am especially indebted to: Mr Greg Miller, Principal (2007-2014) and the staff at Mater Dei Catholic College Wagga Wagga; Mrs Brenda King, Principal (2004-2015) and the staff at St Francis De Sales Regional College Leeton; Mr David Adams-Jones, Principal (2013-2016) and the staff at St Patrick’s Primary School Griffith; Mrs Mary-Jane Sims, Principal (2002-2015) and the staff at St Mary’s Primary School Yoogali; Mr Danny Malone, Principal (2003-2017) and Mrs Megan Masterson, Principal (from 2018) and the staff at Mater Dei Primary School Wagga Wagga; Mr Brendan Flanagan, Principal and the staff at St Brendan’s Primary School Coolamon; Mr Bede Hart, Principal and the staff at St Anne’s Primary School North Albury, and; Mrs Mary-Jane Sims, Principal and the staff at St Joseph’s Primary School Leeton. Members of the leadership and education services teams of the Catholic Schools Office, Diocese of Wagga Wagga (CSOWW) were always supportive and encouraging of this research. The CSOWW also provided generous financial assistance and support to attend research seminars. I particularly wish to thank Alan Bowyer, Director of Schools (2007-2017) and John Goonan, Head of Catholic Life Team (2009-2013) for their vision and belief in me and my research. Both men exercise a profoundly relational way of leadership and have a deep passion for the mission of Catholic schools. Their influence on my thinking regarding the spirituality of leading and teaching in Catholic schools cannot be underestimated. Thanks also to Sr Anne Hagan RSM, Jane Plum and Charlene Robson, team members at CSOWW. Their openness, insights, good humour and willingness to challenge my thinking always kept me on my toes and focused how this research might contribute to ongoing teacher formation programs. The initial ideas for this thesis came from long conversations with my friend and former colleague Gerard Sullivan. Gerard introduced me to the philosophy of restorative practices and invited me to collaborate with him presenting pastoral care 6 professional development programs with teachers. Gerard intuited the initial direction of this research, backed some of my early thinking and helped me to test it out. I am very grateful to Gerard for this small but important start. In late 2015, it was apparent that the case study was giving rise to even more complex questions than I had anticipated. Dr Jake Mudge encouraged me to investigate the development of Lonergan’s thought by Prof Robert Doran SJ. I had just discovered Bob’s work myself but Jake’s intervention motivated me to contact him directly. Following a few email exchanges, we arranged to meet in July 2017 and I spent a week as a visiting scholar at the Lonergan Research Institute (LRI) at Regis College, University of Toronto. Over a cup of tea on a summer morning in Toronto, Bob listened deeply to my questions, and responded with warmth and enthusiasm for my research. Thank- you Bob for kindly giving me the direction I needed to begin to understand the Girard- Lonergan question. Thank-you Jake for kindly sharing your discoveries with me. I would also like to thank Dr Brian Bajzek who was a post-graduate research assistant at LRI when I was there in 2017. Brian’s practical assistance over the week was invaluable. I would also like to thank my former colleagues at the NSW Heads of Religious Education, in particular Ken Bryant, Brian Lacey, Paddy McGrath and Gary Reen. Your wisdom, practical advice, companionship and good humour was always welcome. Thanks also to: Rob Horner, Paul Russell, Dr Tom Ryan SM, Dr Pina Ford, Tricia Walsh, Peter Higgins, Eric Chidlow, Assoc Prof Michael Kelly CSsR, Dr Bernard Teo CSsR, Prof Mark Lindsay, Dr Gerard Goldman, Dr Dan Fleming, Dr Peter Mudge, Prof Richard 7 Rymarz, Fr Noel Connolly SSC, Prof Steve Bevans SVD, Dr Joel Wallace, Paul Jensen, Rosemarie Crowe, Luke Tobin, Jo Kenny, Lana Turvey-Collins and Fr John Hodgson CSsR. Each of you in your own way encouraged me on my doctoral journey. I acknowledge the Australian Research Theology Foundation Inc. (ARTFinc), who provided a generous grant which helped to partially fund this research. I also thank the executive and members of the Australian Girard Seminar (AGS) and the Association of Practical Theology in Oceania (APTO) who continue to encourage theological research in the Australian and Pacific contexts through their regular conferences. I would like to thank my dear friend, and occasional collaborator, Assoc Prof Jamie Calder SJ. Jamie’s encouragement and belief in my research was always reassuring, particularly when I felt the emotional strain of competing commitments to family, work and study. Finally, I am very grateful to my family. To my wife, Julie and our daughters, Mathilde and Georgia go the very deepest thanks. None of this would have been possible without your love and belief in me. Each of you, in your own way, embody that particular kind of love that is forgiveness. I dedicate this thesis to you. 8 For Julie, Mathilde and Georgia 9 Table of Contents List of Figures ....................................................................................................... 14 Chapter 1: Introduction ........................................................................................ 15 1.1 A Pastoral Theological contribution to Australian Catholic Schools ‘at a Crossroads’ .................................................................................................................................... 18 1.2 The pastoral and practical theology of this thesis ..................................................
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