A Global Partnership Initiative of the Jesuit Schools Network
Dear Global Companions:  

Our global work continues to grow in the JSN! In the wonderful way of all of you, your global work considers and responds through the lens of the Universal Apostolic Preferences 2019-2029. In this April Hemispheres you will see trips that are wrapped in discernment and pilgrimage, innovative lessons that lead our students to walk with others, school communities that create space and dignity for all, schools who work to influence structural change, and much more.

What an honor and privilege to be a part of this incredible network of schools--the Jesuit Schools Network and our world-wide global network. You are my heroes.
"To act as a universal body with a universal mission" GC35, D.2 #20
Catharine Steffens
Director of Global Partnerships
Jesuit Schools Network
In our classrooms...
What’s Your Story? Teaching Power, Privilege, & Poverty Through Counterstory
~ Cora Antonio , Bellarmine College Prep
“To be drugged by the comforts of privilege is to become contributors to injustice as silent beneficiaries of the fruits of injustice.” Pedro Arrupe, S.J. Teaching in Jesuit schools is a  privilege we have as educators that we must use to help our students understand that a single, dominant story does not tell the whole story. To do this, I have developed a course that will help students examine positions of power derived from privilege in order to understand that passivity & complacency are equivalent to active oppression. 

One way to provide this understanding is through the application of Counterstory methodology.  Counterstory is the narration of experiences of people and communities that are often hidden, suppressed, or re-interpreted by a culturally dominant group. Counterstories confront dominant narratives that frame identities, debates, and social relationships, implicitly or explicitly. Counterstory methodology is frequently a tool for exposing, analyzing, and challenging the privilege and dominance subsumed by normative, socially dominant narratives—narratives of race, class, gender, and other core categories that underlie the exercise and maintenance of social power relations. 

Students begin by evaluating the “single stories” that they have been taught through school, history, society, family, and much more. In light of these single stories, students then examine various Counterstories, personal narratives from the voices of those on the margins, those whose experiences speak of a very different view of history and challenge the dominant narratives they have been taught and come to believe. It is through these new lenses of rich, diverse stories that students will be able to see Counterstories as a vehicle to promote equity, inclusion, and social justice. Through the use of these powerful narratives, educators can empower students with a new framework to use as a way to give a voice to those who have been historically silenced

The course culminates with students writing their own personal narratives that challenge the status quo as another tool for them to use to give hope in the face of adversity and exercise a faith that does justice.
Educate Magis Infographic 
Have you been hearing about Educate Magis, but not sure what to do on the site? We have worked closely with the Educate Magis team to create this Educate Magis Infographic specifically for our network. Click to open the document and to check out the options and practical applications available.
Innovation in the Classroom 
~ Tom Powers , St. Peter's Prep
Tom Powers , a Modern languages Teacher at St. Peter’s Prep in Jersey City, shares some innovative ways in which he brings real world issues into his language class, engages students, and helps them to be able to communicate more naturally in another language. Check out his great article on Educate Magis!
Las Familias Unidas de Bellarmine
~ Carlos Jiménez , Bellarmine College Prep
For many first-generation low-income families, stepping into our college prep campuses can be a daunting process. Often, they are left feeling overwhelmed by the schools’ size and the community’s evident wealth. A disconnect arises, leading them to question if they truly belong in our community.
How can we, as Jesuit educators, or in a broader context in our communities, respond to this reality and so many others like it?
First, we must examine what role we have in creating systems that might inadvertently welcome some while isolating others. It is our responsibility to build inclusive and equitable schools and communities in which individuals and families from all walks of life feel valued and embraced. Though an integral part of the process, it is not enough to simply award tuition assistance to deserving students. Rather, we are called to create spaces that invite those who are often overlooked to the table.
Six years ago, we started a group for Spanish-speaking families called Familias Unidas de Bellarmine (FUB). Through monthly gatherings, parents have found a place to form bonds of kinship, learn how to support their sons at a college prep school and gain the confidence to join the larger Bellarmine community in their own, authentic way. Since then, FUB has grown to become an integral part of our campus. Among other things, they now organize events such as the Día de los Muertos Festival, Las Posadas, and the Feast of Our Lady of Guadalupe to honor their cultural heritage. By sharing their unique gifts and identity, FUB parents have contributed so much to Bellarmine. Not only do more than 500 people regularly attend their events, but t hey have also taught our community about the importance of finding ourselves in the stories of others —that through inclusion and solidarity, the initial perceived brokenness and isolation are no more.
And beyond...
Tag your photos with #JSNGlobal and SHARE your global journeys in & out of the classroom.
Ignatian Scholars Experience
~ Alan Wilhelms , St. Ignatius High School
The Ignatian Scholars Experience is an academic summer course focusing on the life of St. Ignatius of Loyola and Jesuit spirituality in Europe. This program is open only to “rising seniors” and features both an on-line pre-trip academic component and a post-trip project that validate the awarding of school credit in theology. Students will receive a Theology credit and be excused from taking Theology in the first semester of Senior year.

The 2 ½-week trip follows the life of St. Ignatius from his family home in Azpetia (in the Basque country of Spain), through Barcelona, Montserrat, Manresa, and proceeds to Rome. Additionally, three days are spent in Lourdes, France, and two in Sorrento, Italy. 

Joining with students and faculty from Walsh Jesuit High School in Cuyahoga Falls, Ohio, Saint Ignatius students renew and bolster their faith, enhance their cultural and historical appreciation and understanding of the Jesuit experience, and achieve greater fulfillment of their own development. Accompanying faculty members share fully in all aspects of the program. The Ignatian Scholars Experience forms a perfect nexus of the Ignatian Pedagogical Paradigm, the new Jesuit Universal Apostolic Preferences, and the urging of St. Ignatius to, “Go forth and set the world on fire!”
World Refugee Day: Not Just Football
Save the Date: Thursday, June 20 is World Refugee Day! At JRS/USA, we acknowledge this day as one where we can recognize the strength and resilience of our refugee brothers and sisters, a day when we can look at refugees not just as numbers on a scale, but as new talent coming to our communities, those who can contribute to their own futures, and diverse people who make up the fabric of our global community.
Looking for ideas on ways to share the stories of refugees with your local community? Considering hosting a screening of  Not Just Football , a documentary about Darfur United, a soccer team made up of refugees whose talent allowed them to travel the world and find hope.
Please check out JRS/USA’s   website  for more details on ways to celebrate World Refugee Day and to learn more about refugees. Stay tuned for more information or reach out to JRS/USA’s Outreach Coordinator, Josh Utter if you have questions
The Magis Pilgrimage
~ Mike Scicchitano , Jesuit Tampa
To go on pilgrimage is not simply to visit a place to admire its treasures of nature, art, or history. To go on a pilgrimage means to step out of ourselves in order to encounter God where he has revealed himself, where his grace has shone with particular splendor and produced rich fruits of conversion and holiness among those who believe.”  Pope Emeritus Benedict XVI

For 15 days in June and July, I will be one of 90 Jesuit High School pilgrims who will explore the theme of “sacrifice in the Christian life” by visiting sites throughout Europe, from Paris to Normandy to Rome to Austria. In addition to visiting important cultural and historic sites such as The Louvre and Versailles in Paris, The Colosseum in Rome, and Mont Saint-Michel and the D-Day Beaches in Normandy, the pilgrimage will feature daily Mass for the group in some of the world’s most beautiful churches and basilicas, including Chartres, Lisieux, St. John Lateran, The Gesu, and St. Peter’s Basilica.

We tell our students that they are not going on pilgrimage to seek vacation, rest, or adventure; they are going to seek encounters with God, and in doing so be spiritually transformed . Our hope is to facilitate this transformation in our students through daily Mass and small group meetings/spiritual conversation, both of which complement the cultural experiences that go along with international travel. 

Each adult chaperone leads a small group of eight students, which allows us to care for each student pilgrim individually. This will be my fourth pilgrimage at Jesuit Tampa as an adult chaperone. The transformative power of these experiences, and the resulting spiritual growth I have witnessed in students, is fulfilling in a unique way that constantly reaffirms my vocation as a Jesuit educator.

The  Magis pilgrimage is Jesuit’s fifth international pilgrimage, following  World Youth Day 2013 (Brazil 2013),  Walking with Martyrs (England 2015),  World Youth Day 2016  (Rome, Poland, and Austria), and last summer’s  Marian Pilgrimage (London, Lourdes, Loyola, Prague, Austria).
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