between a religious rock and a hard study abroad place: supporting students of faith
TRANSCRIPT
BETWEEN A RELIGIOUS ROCK AND A HARD STUDY ABROAD PLACE: SUPPORTING STUDENTS OF FAITH
Thursday, November 17, 2016
2
Chair & Presenters:
J. Scott Van Der Meid, Brandeis University Sarah E. Spencer, University of St. ThomasEero Jesurun, CIEE MadridKwasi Gyasi-Gyamerah, CIEE Ghana
MANY ROADS LEAD TO ROME..AND BEYOND
Sarah E. Spencer, Director, Office of Study Abroad,University of St. Thomas
REINVENTING STUDY ABROAD
UNIVERSITY OF ST. THOMAS• St. Paul & Minneapolis,
Minnesota• 10,245 total: 6,240
undergraduate; 4,005 graduate students
• 50% Roman Catholic• 4-1-4 calendar
5
CURRICULAR ALIGNMENT WITH RELIGION
Undergraduate Core Curriculum – Faith & the Catholic Tradition
Theology 101: The Christian Theological Tradition
200 level: “Faith Seeking Understanding.” Focus on a particular area of the Christian tradition, namely: the Bible, historical theology, systematic theology or moral theology
300/400 level: “Bridge Courses”Students bring theological concepts and methods into dialogue with other disciplines
Catholic Studies major/minor/Masters
Undergraduate Seminary - St. John’s Vianney (Philosophy & Catholic Studies majors)
6
Bernardi Campus in Rome• CORE semester
(fall)• Catholic Studies
(spring)• Seminarians (fall &
spring)• Theology 101 in J-
term
7
8
OPPORTUNTIES FOR ROME STUDY ABROAD
Intensive community, formation and cultural experience of living in the heart of the Catholic Church
Historic place of faith
Seminarians study abroad
Fulfills lots of degree requirements
Faculty know and trust the curriculum
Hard to say no
9
LIMITATIONS FOR ROME STUDY ABROAD
Traditional curriculum = limited intercultural learning & engagement
Community-based living and learning
Language acquisition
Community engagement/volunteer = only religious organizations
10
GETTING OFF THE ROCK
AIDS, Apartheid and the Arts of Resistance: Theological Reflection in South Africa
Islam in Turkey
Religion and Cultures in the Villages of India
The Church in Latin America
Pilgrimage in Italy: The Christian Experience from the Early Church to the Catholic Reformation
Theology 101 in Rome (hope to expand to Israel/Jordan in future)
11
SUPPORTING STUDENTS OF FAITH:
AN ON-SITE PERSPECTIVE
FROM MADRID
EERO JESURUN PH.D.
CIEE MADRID – SPAIN
Cultural Value Patterns
Sample Activities and Visits Ideas and Values
Place of Worship Sacred & profane; individual autonomy vs. community center; relationship with environment & technology
Cemetery Hierarchy & inequality; respect for spirits, saints & traditions; memory, heroes and history
Food Market Purity, cleanliness, health and diet; ritual and identity; wealth and abundance; tradition
Hard “Rocks” with Students of Faith
Academics Housing & Meals
Hard “Rocks” with Students of Faith
Antisemitism, islamophobia, anti-Christian viewsFree speech and religious expressionHolocaust and political correctnessMedia reporting of faith-based terrorismMicroagressions and local cultural practiceIndependent travel to Rome, Israel and Mecca
STUDENTS’ RELIGIOSITY AND ON-SITE SUPPORT IN LEGON, GHANA
KWASI GYASI-GYAMERAH, RD CIEE LEGON
Religions in Ghana
Population = 25,241,998 (July 2012 est.) Ghana Statistical Service (2012)
More than 95% are affiliated to:ChristianityIslamTraditional ReligionOther (Budhism, Shintoism etc)
Less than 5% are NOT affiliated to any religion
Religion in Ghana and the US
US
Ghana
Religious Inscriptions
Generally, there is no place for Judaism in the Ghanaian religious sphere
In 2012 a practicing Jew chooses Legon Ghana as the place to study for the semester/academic year
Uncertainties and questions start coming up: From the student From Portland and From Legon onsite staff as to whether the student can be
supported or not.
As a Practicing Jew…
Student has dietary restrictions as kosher is the way to go
No travels on certain days (Friday sundown till Saturday sundown
Observations of holidays: Yom Kippur Passover Sukkot Shemini Atzeret Simchat Torah Rosh Hashanah
Then……
Student requests to do a homestay.
There were the initial automatic responses. Such as: Do we want this student to come to Ghana? Ask her to consider other countries That we cannot offer a homestay etc etc
We were stretched out of our comfort zones
Support
However, drawing on the goals and themes of CIEE Intercultural Communication and Leadership (ICL)
Staff shifted perspectives and saw this an opportunity for growth and development in intercultural competency skills
Pre-Arrival Support
Discussion and a Training Workshop for 2 of our longstanding hosts parents by drawing on the goals of ICL
Self-awareness
Cultural Literacy
Cultural Bridging and
Personal Leadership
Leading to granting of the homestay request
Pre-Arrival Support Continued
Identifying places of worship within the Ghanaian society where this student could worship.
A small Jewish community in the city of Accra was identified
Also the Jewish community in Sefwi, a town about 300kms from Legon, was also a resource staff provided
Identifying places like malls and eateries where kosher is sold or served. Quite a few were found in the city of Accra.
On-Site Support
Staff travelled ahead with student for overnight trips.
Leave with student Friday morning.
Observe Sabbath. Rejoin the larger CIEE group on Sunday
On-Site Support Continued
Much as this was a challenging intercultural experience with specific reference to religion
Support from host families and onsite staff ensured that our participant was able to practice their faith in a religious culture that is significantly different without losing any sense of self, faith nor belief system.
A TRUISM…
This experience supports the old wise saying that “Where there is a will, there is a way”
The will of the student to study in Ghana
The will of onsite staff to make it possible for the student to have a fulfilling experience
Led to the identification of ways and opportunities for success for the both staff and student.
Exercise: Porcupine and the Moles
THANK YOU
40
41