Sustaining Catholic Education in and for the Black Community
By Lois J. Carson, Sr. Roberta Fulton, S.S.M.N., Dorothy Gupton, Veronica Morgan-Lee, Freida D. McCray, Mary Crowley McDonald, Kathleen A. Merritt, Sr. Jamie T. Phelps, O.P., Ph.D., Brother Gary Sawyer, ECSA, Deacon Marvin Threatt, PhD.
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Chapter 2
Preparing Teachers, Administrators, and Staff
During his visit to Xavier University in New Orleans, Pope John Paul II highlighted the work of Catholic education, recognizing the gift of Catholic schools to Black communities. He stressed the importance of maintaining Catholic schools as strong and active catalysts in Black communities throughout the nation.
The 1989 Black Catholic Pastoral Plan affirmed the presence and urged the continuance of Catholic schools in the Black community. The Pastoral Plan recognized that these schools are a vital means of breaking the cycle of poverty by giving Black youth opportunities to develop academic skills and self-confidence, and by providing support for future educational and career endeavors.
In December 2006, The Notre Dame Task Force on Catholic Education (a national group of Catholic educators, administrators, diocesan representatives, philanthropists, and investment specialists) released the report, “Making God Known, Loved, and Served: The Future of Catholic Primary and Secondary Schools in the United States.” This yearlong study was commissioned by Notre Dame's president, Rev. John I. Jenkins, C.S.C., and chaired by Rev. Timothy Scully, C.S.C., director of Notre Dame's Institute for Educational Initiatives. The report is the University's response to the United States Conference of Catholic Bishops' 2005 pastoral statement,
Renewing Our Commitment to Catholic Elementary and Secondary Schools in the Third Millennium.
The Notre Dame report outlines the many challenges that have confronted the Catholic community in the United States as generation after generation has struggled to build and sustain this extraordinary school system. The report acknowledges that the challenges certainly have not diminished at the outset of the 21st century. However, despite the many difficulties that confront Catholic schools, the report states that Catholic schools in the United States today offer compelling opportunities for growth and renewed life.
The NBCC Commission on Catholic Education agrees with the above assessments of Catholic schools and the value they provide for students, families, and communities in the nation's urban cities. To discern best practices of Catholic education in urban communities, the Commission has utilized the Appreciative Inquiry (AI) method.
The AI method helps schools to affirm educational strengths, successes, and potentials at all educational levels. Teachers can use AI to create collaborative approaches that help students to re-discover the joy and value of learning. The method invites students to become active participants in the learning processes by building on their prior experiences, personal stories, culture, and traditions. AI allows for diverse learning styles and teaching methodologies; promotes academic excellence; affirms cultures and talents; and helps to build an engaging community.
A variety of models, tools, and techniques can be derived from the AI philosophy. For example, an AI-based approach to strategic planning might include identifying the best situations in an organization's past, discerning key elements to success, envisioning ideals for the future, and building on those key elements to work toward our vision. The AI approach has revolutionized many practices, including strategic planning and organization development. The Commission recognizes that AI is an important strategy that schools can employ to assess the sustainability of Catholic education in Black urban communities.
Ultimately, sustaining Catholic schools in urban communities demands the investment of families in Catholic schools, as well as support from the communities. Sustainability also requires defining methods and programs that foster renewal, empower families, denounce violence, beautify neighborhoods, and create community. For teachers already teaching in Catholic schools, professional development and programs that address the social, academic, and parental challenges that confront them daily must be established. Teachers, parents, and students must be given a voice and input to decision making concerning educational resources, management strategies, and neighborhood rebuilding.
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