1. Hearts as Wide as the World
Educating for Global Citizenship
Molly S. Bardine
Chaminade Julienne High School
Dayton, Ohio

2. Overview for Today
Finding Inspiration through St. Julie and Notre Dame Spirituality
Sr. Dorothy Stang’s Life and Legacy
Curriculum for Global Citizenship
Exploring Implementation in Your Own Classroom and Schools

3. Inspiration in St. Julie’s Words
“Our work must not be limited...it must make our hearts as wide as the world…”
“Education is the greatest work on earth.”
“Teach whatever is necessary to equip the students for life.”
“Strong Souls”

4. Foundational Charism: The Goodness of God
“In the spirit of St. Julie Billiart and the tradition of the Congregation, we, the Sisters of Notre Dame de Namur, see ourselves situated within God’s continuing action in history. Our common aim is to express our time, as Julie did in hers that God is good.” (Constitutions, Artcle 9).
Charism must be the lens from which we teach and encourage our students to view global issues.
Cultivating a global perspective and researching global issues is an act of Faith.

5. Notre Dame Mission Spirituality
Characteristics of the Mission
Christ Centered
Love for God’s People
Preference for the Poor
Educational Dimension
Responsiveness to God’s Continuing Action in History
Marian Focus
Relationship to the Church

6. Love for God’s People
“We recognize the call of God in a growing consciousness throughout the world of the dignity and value of each person, race and nation, and of the ways in which society in its values, structures and systems denies this dignity.” (Constitutions, Article 20)
“As a Congregation encompassing a diversity of people and cultures we want to develop a world-wide perspective which makes our own, wherever we are, the concerns of all people.” (Constitutions, Article 26).
“We work with others to transform unjust structures and systems as we participate in creating new ways of relating which enables all to experience more fully the goodness of God.” (Constitutions, Article 23).

7. Educational Dimension
“According to our tradition, in all ministries we value education as fundamental in bringing about the reign of God.” (Constitutions, Article 14).
“We encourage a style of ministry which enables people to develop a capacity to analyze experience, to recognize the presence of God therein, and to assume responsibility of shaping life according to Gospel values.” (Constitutions, Directive 2).

8. Sister Dorothy Stang’s Life and Legacy
“Strong Souls” and Moral Courage: St. Julie’s Challenge; Sister Dorothy as a Model
“Together we can make a difference bringing peace, joy, caring, love to our world that is losing sight of our guiding star-the goodness of the real God.”
“If we keep working, helping our people to grow through education, they will have the ability to speak up, organize, and create within themselves a spirit guided by The Spirit and a new people. I might not see this day, but with the help of all of you, our people will grow in their understanding and caring for others.”

9. The Rhetorical Exigence of Sister’s Dorothy
Stang’s Death: Research Study
Lloyd F. Bitzer argues and examines the relationship between situations and rhetoric in “The Rhetorical Situation.” According to Bitzer, “it is the situation which calls the discourse into existence” (2) and often times the situation is marked by moral implications: “An act is moral because it is an act performed in a situation of a certain kind; similarly, a work is rhetorical because it is a response to a situation of certain kind”(2).
Stang’s Death was a situation demanding a response and “calls the discourse into existence” (Bitzer)
“Dorothy’s story touched a nerve, jolting the complacent and exposing the ignorance of most people about the violence and destruction that was going on in the Amazon” (Murphy, Martyr of the Amazon: The life of Sister Dorothy Stang).

10. Networking for a Mission I
Sister Joan Burke’s keynote: Hearts and Minds as Wide as the World
What does this look like in the 21st century schools in which we live and work?
The “moral imperative” to educate for global citizenship and perspectives.
Small group work and discussion for A Curriculum for Global Citizenship

11. Thomas Groome’s Social Analysis
“Encourage social analysis. Like our very persons, what we know and how we know is profoundly influenced by our context-by where we are and whom we are with. For wisdom’s-sake, social analysis means becoming aware of how our own culture and history, race and ethnic background, sex and social gender roles, religious tradition, economic conditions, and political structures all have profound influence on our knowledge. Instead of simply relativizing everything we know, however, social analysis should enable us to embrace and cherish the gift and truth of our own perspectives. Then beyond affirmation, social analysis should encourage us to question our cultural context and worldview, to recognize sins as well as graces, to be open to perspectives other than our own” (Thomas Groome. Educating for Life: A Spiritual Vision for Every Parent and Teacher. 294).

12. Global Issues and Perspectives
English 12 Elective/Dual Enrollment for College Credit
Course Outline (First Semester)
Adichie’s “The Danger of the Single Story” TED Talk.
View minutes of the TALK
Lesson Ideas for your classroom
2-3 day lesson
1-2 weeks unit Interview Analysis Paper
4-6 weeks Synthesis Paper: Events- Multiple perspectives beginning with visuals/OPTIC
Global Issue Term Paper
Exploring Issues Webquest

13. Implementation in Your Own School or Classroom
SND Resources: SND at UN, SND Justice and Peace
UN Global Issues
UN Sustainable Development Goals
World Economic Forum
Individual Reflection and Small Group Discussion (Handout)