BICM-Presentation-all-Modules-July-2012

Report
Building Intercultural
Competence for Ministers
Modules for Training Workshop
Committee On Cultural Diversity in the Church
United States Conference of Catholic Bishops
Statement on new evangelization from
Lineamenta of XIII Synod of Bishops
A new evangelization is synonymous with mission, requiring the
capacity to set out anew, go beyond boundaries and broaden
horizons.
The new evangelization is the opposite of self-sufficiency, a
withdrawal into oneself, a status quo mentality and an idea that
pastoral programs are simply to proceed as they did in the past.
Today, a “business as usual” attitude can no longer be the case.
Some local Churches, already engaged in renewal, confirm the fact
that now is the time for the Church to call upon every Christian
community to evaluate their pastoral practice on the basis of the
missionary character of their programs and activities.
-Lineamenta for the XIII Ordinary Assembly of the Synod
of Bishops in October 2012
Module 1
Frame issues of diversity
theologically in terms of
the Church’s identity and
mission to evangelize
The Church’s Mission is
to Evangelize
•To proclaim the Gospel message
•To dialogue with cultures
Four Pillars of
Evangelization
˚ Personal encounter with Christ Conversion
˚ Inculturation – conversion (transformation)
of cultures
˚ Liberation (Transformation of the social,
economic and political order) e.g. Catholic
social doctrine
˚ Ecumenism and inter-religious dialogue
The Church’s Very Nature
is Missionary
By virtue of Baptism all Christians are
missionary disciples of Christ –
“the church is in its entirety evangelizing”
Terms commonly used in
reference to evangelization
˚ GUADIUM ET SPES #’S 56ff. VATICAN II
˚ EVANGELII NUNTIANDI (POPE PAUL VI)
˚ CATECHESI TRADENDAE (POPE JOHN PAUL II)
˚ REDEMPTORIS MISSIO (POPE JOHN PAUL II)
•“New Evangelization”
•The new Areopagoi
•The Court of the Gentiles
The New Evangelization in
the United States
˚ The U.S. context is increasingly
multicultural and pluralistic
˚ Yet the U.S. is a culturally Protestant
country
- How is this exemplified? (e.g. attitude
toward poor)
˚ A secular culture
Secularity and
Secularism
˚ Yet quite religious
- “Religion is okay as long as it is kept to
oneself, private”
U.S. Bishops’ ‘Go and
Make Disciples’
˚ Deepen faith in order to share it
with others
˚ Invite all U.S. society to hear the
Gospel message
˚ Foster Gospel values in society
Other Examples
˚ Regional synods of bishops leading to Jubilee Year 2000
˚ General Directory on Catechesis
˚ National Directory on Catechesis
˚ Ecclesia in America
˚ The Pontifical Council for the New Evangelization
The New Evangelization in
the United States
˚ The U.S. context is increasingly
multicultural and “pluralistic”
˚ Yet the U.S. is a culturally Protestant
country
- How is this exemplified? (e.g. attitude
toward poor)
˚ A secular culture
Secularism
Secularity and
˚ Yet quite religious
- “Religion is okay as long as it is kept to
oneself, private”
The New Evangelization in the
United States
˚ Church growth through immigration and birth rates
dramatic demographic shift.
˚ Hispanics are most numerous and youthful Catholic
group.
˚ Disenchanted Catholics, a huge number
˚ Special challenges: Individualism, Materialism
˚ Catholic vision of the human person puts individual in
relationships (e.g. in the family, community, culture, ecclesial)
Challenges to the New Evangelization
in a society and church of many cultures
The teachings of the U.S. Bishops:
The Hispanic Presence in the New Evangelization
˚ Native American Catholics at the Millennium
˚ Asian and Pacific Presence: Harmony and Faith
˚ What We Have Seen and Heard
˚ Welcoming the Stranger Among Us: Unity in Diversity
UNDERPINNINGS OF
A THEOLOGY
FOR INTERCULTURAL
MINISTRY
UNDERPINNINGS OF A THEOLOGY
FOR INTERCULTURAL MINISTRY
˚ Christian Anthropology - (A Christian
Understanding of the Human Person)
˚ Ecclesiology: The Church as Communion
˚ Catholicity: Universality, Unity in Diversity
˚ The Church as missionary
Exercises for Module 1
Exercise 1
Read one of the scriptures and discuss what
strikes you about it and how it relates to
evangelization today.
1. Genesis 11: 1-9
2. The Book of Ruth
3. Matthew 15: 21-28
4. John 4: 5-42
5. Acts 10: 1-35
6. Acts 15: 1-33
7. Galatians 2: 11-16
Exercise 2
In small groups, discuss the following:
1. If someone asked you to express the central
message of the Gospel in a nutshell how
would you answer? What sources in the
Gospels would you cite?
2. How would you express in a nutshell the
values of the prevailing U.S. culture?
Exercise 3
Choose one of the following questions to discuss in your small group:
1.
2.
How does the prevailing United States culture square with the
Gospel?
How does Hispanic/Latino culture square with the Gospel?
3. Pick another culture not yet mentioned, e.g., African American,
Vietnamese, Korean, and ask how it squares with the Gospel.
4. How can the Gospel be communicated to the culture of youth and
young adults in the United States.
Module 2
Seek an understanding of
culture and how it works
What is Intercultural Competence?
Intercultural Competence
˚ Intercultural Competence is
the capacity to communicate,
relate and work across
cultural boundaries.
˚ Intercultural sensitivity.
Three Key Components of
Intercultural Competence
Intercultural competence involves
developing capacity in three areas:
˚ Attitudes
˚ Knowledge
˚ Skills
Attitude
˚ Respect (valuing other cultures)
˚ Openness (withholding judgment)
˚ Curiosity & Discovery (tolerating
ambiguity)
Knowledge
˚ Knowledge & Comprehension
˚ Cultural self-awareness
˚ Deep Cultural Knowledge
˚ Sociolinguistic Awareness
Skills
˚ To listen, observe & evaluate
˚ To analyze, interpret & relate
The Pew Forum on Religion & Public Life, “U. S. Religious Landscape Survey”, conducted in 2007 released in
2008. The Pew Forum on Religion & Public Life ,Pew Research Center a subsidiary of Pew Charitable Trusts,
September 22, 2010.http://religions.pewforum.org/reports
Two Pathways to
Intercultural Competence
˚ The prevailing culture can get along to a great degree
with very little knowledge of other cultures.
˚ Other cultures (which are not of the
prevailing culture) have already learned a
lot about intercultural communication in
order to survive.
Pathways to Intercultural
Competence
Everybody loves green!
Paint the wall
green?
We’ll get
them to like
red.
Parameters of Cultures
˚ Fundamental ideologies vary drastically
between different cultures.
˚ Understanding cultural ideologies is
important because it shapes our everyday
perception of others and the world around us.
˚ Recognizing differences in cultural ideology
can be difficult because our own ideologies are
very intuitive.
Contrasting Ideologies between
different cultures
Collectivism
Individualism
Contrasting Ideologies between
different cultures
Hierarchy
Equality
Contrasting Ideologies between
different cultures
Low Tolerance
High Tolerance
Contrasting Ideologies between
different cultures
Masculine
Cultures
Feminine
Cultures
Contrasting Ideologies
between different cultures
Long Term
Short Term
http://www.usccb.org/
http://www.usccb.org/scdc/
http://www.facebook.com/usccb
http://www.youtube.com/usccb
http://twitter.com/CatholiCultures
Intercultural Competence
Communication Styles and Skills
Secretariat of Cultural Diversity in the Church (CDC)
United States Conference of Catholic Bishops (USCCB)
www. usccb.org
Dimensions/Elements of
Culture
Three elements/dimensions:
Material
Behavior
Ideas
Iceberg Concept of Culture
Materials/Objects
Behaviors/Actions
Values
Thought Patterns
Assumptions
Concepts
Attitudes
Beliefs
Perceptions
Modern Culture
Modern Culture means the unity of languages,
custom, and territory of a particular people.
Post Modern Culture
Post Modern Culture is a blended way of living – traces of one’s
first culture as well as borrowing from second or other cultures, and even
adapting or creating new ways of living…creating a “third culture”
Learning a different beat
Eating with
Chopsticks
Empowering youth
Preparing tea the
Japanese way
Active youth
participation
Learning to dance the hula
Classical
Culture means the highest
artistic products of a people its
poetry, literature, music, art,
architecture, etc.
What is culture?
Culture is the particular way in which a human group interprets
life and relates with nature, God, the world, and other peoples.
Culture is not accidental, but an integral part of human life.
Culture is lived and expressed through traditions, languages,
relationships, food, music, and religious expressions. It
embraces the totality of life of the group and the life of each
individual who belongs to it; therefore, all human beings relate
and respond to God and express this faith from and within their
culture.
-Principles for Inculturation of the Catechism of the Catholic
Church, Department of Education, USCCB
Module 3
Develop intercultural
communication skills in
pastoral settings
Working With Groups in
Intercultural/Interracial Settings
Competencies in Intercultural
Group Communications
Communication Styles Based on
Face Management
Dealing with Conflict
Leadership
Meeting and Decision Making
Working with Groups in
Intercultural/Interracial Settings
Communication Styles Based on
Face Management
Meeting and Decision-Making
Leadership
Dealing With Conflict
Face is the public image of a group- how it
wants to be perceived by others
Autonomy Face:
independence,
self-sufficiency
Competence Face:
expertise, skills,
intelligence,
leadership,
appearance,
material worth
Moral Face: sense of
dignity, honor,
integrity, likeability,
reliability,
reputation
Individualistic
Culture
Facework
Facework - what we do – “specific verbal and nonverbal
behaviors - to maintain or restore face loss and to uphold
and honor face gain. Face loss occurs when we are being
treated in such a way that our expected identity claims are
challenged or ignored.”
Communications Styles
Individualist
Collectivist
Equality
Hierarchy
Language code - verbal
More body language
Context – low
High context
Indirect
Direct
Yes means a yes
Yes can be yes or no
Communications Styles
Individualist
˚ Silence means absence of communication or “Silence means consent”
˚ Emotions – PDE
˚ Body language –
-Eye contact means respect and sincerity
-Proximity means intimacy
Communications Styles
Collectivist
˚ Silence means respectful listening
˚ Emotions: stoic, no PDE
˚ Body language:
-Eye contact means disrespect and
challenge
-Proximity means seriousness of
intentions
Body Language
Body movements – facial
expressions, gestures, posture
7 percent
38 percent
55 percent
Spatial relationships – distance
between yourself and the other
person
Verbal: words
Vocal: volume, pitch,
speed, etc.
Body Language:
facial expressions
Meetings and Decision-Making
Individualist – equality, low context/long
time-orientation
˚ Plan purpose and agenda.
˚ Time-bound.
˚ Clear rules of order or process of participation.
˚ Everyone is encouraged to speak.
˚ Open discussion and debate.
˚ Decision is made.
Meetings and Decision-Making
Collectivist – hierarchy, high
context, short-term time
orientation
˚ Establish and maintain harmony and good relations
˚ Establish and maintain face.
˚ Elders/status speak first.
˚ Young members may not speak at all and will not
contradict.
˚ Group caucus used to raise issues and questions and
to make decisions.
˚ Spokesperson speaks for group so decision is group
voice.
Mutual Invitation Process
(Eric H.F. Law)
• Objective: To facilitate sharing and
discussion in a multicultural group.
• How to Proceed:
• Let participants know how much time is set
aside for this process.
• Introduce the topic to be discussed or
questions to be answered.
Mutual Invitation Process
(Eric H.F. Law)
˚ Explain the process – In order to ensure that everyone
who wants to share has the opportunity to speak –
- The leader will share first.
- After the leader has spoken, she/he then invites
another to share. Whom you invite does not need to be
the person next to you.
- After the next person has spoken, that person invites
another to share.
- If you don’t want to say anything, simply say “pass”
and proceed to invite another to share. We will do this
until everyone has been invited.
Keep in Mind…
Group Communication
Individualists
˚ Learn to get out of the ‘doing ’mode and enter a ‘being’
mode.
˚ Invite others to speak. Do not monopolize.
˚ Speak slowly, clearly, not louder.
˚ Attentively listen to others. Develop an ear for different
language accents.
˚ Develop mutual respect and sufficient curiosity as you
teach and learn from others.
˚ Develop intercultural communication fluency.
Keep in Mind…
Group Communication
Collectivists
˚ Plan to participate. Write down points you wish to bring
up. Practice to gain self-confidence.
˚ Don’t always wait to be invited to speak. Volunteer to
speak and share from your experience.
˚ Speak clearly, confidently, loudly.
˚ Focus talking points. Do not monopolize.
˚ Attentively listen to others. Develop an ear for different
language accents.
˚ Develop linguistic competence and intercultural
communication fluency
Leadership in
intercultural/interracial settings
Individualist – Task Collectivist - Harmony
Prefer leaders who :
Prefer leaders who:
˚ Lead competently to accomplish
task
˚ Skilled planners, set goals.
˚ Skilled facilitators that enable
contribution of all talents
˚ Earned credentials from
education or training
˚ Keep track of time
˚ Hold high rank and status in
the community
˚ Trustworthy and highly
respected
˚ Skilled at maintaining sense of
community, good relations and
harmony in the group
Dealing with Conflict:
Conflict is a natural part of human interaction.
Conflict can be an opportunity.
Strategy depends on external context, issues, and relationships.
Individualist
˚ Issues are at stake
˚ Concern is to resolve the
issues
˚ Mode of communication is
direct
˚ Strategies - aggressive, up
front , dominating in order to
win in conflict situations
Collectivist
˚ Relationship is at stake
˚ Concern is to maintain face
˚ Mode is indirect style
˚ Strategies - sometimes
avoidance (eluding the conflict
topic, the conflict party, or the
conflict situations), obliging or
accommodating the other party’s
concern above one’s own, use
intermediaries to resolve
conflictual situations
Module 4
Expand one’s knowledge
of the obstacles which
impede effective
intercultural relations
Prejudice and Stereotypes
Prejudice, Stereotyping
and Discrimination
Prejudice is a hostile or negative attitude
toward a distinguishable group of people,
based solely on their membership in that
group.
Prejudice, Stereotyping
and Discrimination
A Stereotype is a generalization about a
group of people in which identical
characteristics are assigned to virtually all
members of the group, regardless of
actual variation among the members.
Prejudice, Stereotyping
and Discrimination
Discrimination is an unjustified negative
or harmful action towards a member of a
group, simply because of his or her
membership in that group.
What Causes Prejudice?
The Way We Think
The first step in prejudice is the creation
of groups.
What Causes Prejudice?
The Way We Think
In-Group bias is the especially positive
feelings and special treatment we reserve
for people we have defined as part of our
in-group.
What Causes Prejudice?
The Way We Think
Another categorization is out-group bias.
Usually, the perception of the out-group
is negative.
Ways We Judge the “Other”
˚ We generalize about them
˚ We demonize them
˚ We see them as helpless children
˚ We trivialize painful differences
˚ We make them invisible
Study Question
What can we do to
eliminate prejudice?
Dealing with Racism
Intercultural Leaders with Voices
That Capture the Reality of Racism
The challenge before us to deal with racisms of various kinds is as old as
the Church.
• Racism, as used in this context, is a social dysfunction in which
people do not see others as their brothers and sisters in the same
human family.
• Racism denotes the fact that there is not one means of depersonalizing
people as the “others,” but many ways.
• There is the “otherness” of race, gender, class, religion, ethnicity, and
culture.
St. Paul’s Letter to the Galatians,
Chapter 2:1-13, 3:27-29
˚ The challenge of cultural diversity in the Church is to not deny that
those of us who are framing the question are also influenced by the
unperceived racism around us.
˚ We effectively deny this challenge by simply imposing a “Don‘t Talk
Rule,” which directs us as members of our cultures to:
• Not talk about race.
• Deny any feelings that we have in regard to race.
• Not trust ourselves with the subject.
St. Paul’s Letter to the Galatians,
Chapter 2:1-13, 3:27-29
˚ How do we as leaders in the Church break the “Don‘t Talk” rule and
transform the elephant in the room into a house pet?
˚ We begin by developing the cultural competence to find our voice in a
racialized culture.
˚ We begin by practicing the “Do Talk” rule:
• Talk about race.
• Express our feelings about race.
• Trust our own efforts to express the reality to guide our journey.
St. Paul’s Letter to the Galatians,
Chapter 2:1-13, 3:27-29
˚ To begin our journey and growth in competency we have to find our
voice.
˚ Our first exercise to find our voice in the area of racism calls for us to
identify the obstacles.
˚ The FIG term was developed by Fr. Boniface Hardin, OSB to assist
those seeking to free themselves from racial anxiety when discussing
racial issues.
˚ Hardin sees that our racial anxiety arises from three areas: fear,
ignorance and guilt, thus the FIG Complex.
The FIG Complex
˚ Fear when speaking about race or racisms
(discrimination).
˚ Ignorance that I have when speaking about race or racism
(discrimination).
˚ Guilt when talking about race or racism (discrimination).
Finding Our Voice
˚ Intercultural leaders are called to move beyond fear and anxiety as
they lead the Body of Christ into the beloved community of the
Fatherhood of God.
˚ This is the work of the Gospel that all disciples of Jesus are called to in
our day.
˚ When we find our voice for expressing the reality of racism, we fulfill
the prayer of Jesus in the Gospel of John: “…so that they all may be
one, even as we are one” (John 17:11).
Framing Our Terms as We
Find Our Voice
˚ The term multicultural frames the conversation with terms supplied
by the Anglo-Saxon Protestant context of the racial “other.”
˚“Multicultural” became the umbrella to collect “non-white” realities
and avoid the four letter ‘r-a-c-e’ word for whites and non-whites alike
in our “Don‘t Talk” culture.
A Pluricultural Frame for the
Intercultural Conversation
˚ A conversation about diversity begins with the assumption that one‘s
social representation in the cultures of the Americas begins with racial
framing in a culture strongly influenced by white privilege.
˚ The leader in the field is one who has a dual awareness of his or her
own cultural description provided by white privilege and is also aware
of how he or she participates simultaneously in a number of diverse
cultures which are described within the larger context.
Some Main Points
Regarding Galatians
˚ In the 2nd chapter of Galatians, St. Paul criticizes St. Peter for his
ethnocentrism against the Gentile converts and his hypocrisy in
regarding them as the “other.”
˚ He reminds Peter that we are reborn in Christ not as Jews and
Gentiles, but as people of a new creation.
˚ This early conflict which threatened the future existence of the
Church can and does do the same damage if left unchecked by leaders.
˚ The plurality of racial groups in U.S. society will require a
pluricultural lens to build the bridges of interculturality.
˚ Leaders who have found their voice have assisted the Church in
playing its proper role and in overcoming cultural, racial, and ethnic
barriers.
˚ Intercultural leaders of the 21st century will find St. Paul to be a role
model for identifying and naming the reality of racism and building
bridges between all of God‘s children.
Module 5
Foster ecclesial integration with a
spirituality or reconciliation and mission
Pastoral Issues, Responses, and Principles
in Shared/Inter-cultural Parishes
Spirituality for Intercultural
Ministry/Reconciliation
The Methodology of The
Church in America
Encounter with the living Jesus Christ
Conversion: to “turn one’s mind and heart around.”
Communion: The communion of the Church, rooted in
God’s love, is called to offer all people the sense of
identity, purpose and community they seek.
Solidarity: A firm and persevering determination to
commit one-self and a whole faith community to the
common good”
Cycle for Reconciliation
Hospitality
Solidarity
Conversion
Communion
Encounter
Reconciliation
Mission
“GOING FISHING”
The same old…
Discouraged by the loss of
their Master the disciples try to
go back to what they did
before they met Jesus
“LOWERING THE NETS ON THE OTHER
SIDE OF THE BOAT”
Breaking with old patterns - Encounter
Daylight breaks. A stranger appears
on the shore and asks them about
their fishing in a caring and familiar
tone. By doing this Jesus helps them
break the cycle of their obsession
“IT IS THE LORD”
Recognizing Him in others Conversion
It is only when they lower the nets
on the other side, when they are
free from their obsession that they
are able to recognize who has been
standing on the shore
JESUS PREPARES A MEAL FOR THEM
Creating trust and safety - Communion
Jesus becomes the gracious
host cooking for them, and
inviting them to contribute
their own newly caught fish
RECONNECTING
“Do you love me?” - Solidarity
Jesus asks Simon,
son of John, “Do
you love me?”
COMISSIONING
Mission
“Feed my sheep!”
Jesus commissions Simon Peter by
telling him to feed His sheep. Once
again Peter is the Rock upon which
the community is built. Peter’s
vocation to care for Jesus’ flock
allows him to remember his own
past in a different way, and to help
create a community where trust is
nurtured so that denial will never
happen again.
Models for Ministry in
Shared/Intercultural
Parishes
Models for Ministry
Shared/Intercultural Parishes
Americanizing parish
˚ Newcomers are expected to adapt
˚ Parish staff need not gain language and intercultural
communication skills
˚ Newcomers, however, do not feel welcome and
experience alienation
Models for Ministry
Shared/Intercultural Parishes
Personal/Ethnic Parish
˚ Community is served in this particular cultural
context and language
˚ Leadership and parish staff reflect the culture
of the parish
˚ People from other cultural groups do not
participate in these parishes for the most part
Models for Ministry
Shared/Intercultural Parishes
Integrated parish
˚ In the integrated parish, all cultural groups
are equitably and suitably served
˚ There will be residual resentment on the
part of the various groups
˚ Some groups will need help embracing
integration/inclusion
Models for Ministry
Shared/Intercultural Parishes
˚ In a recent study CARA shows that 33 percent of parishes
in the U.S. celebrate Mass in a language other than
English, compared with 22 percent in 2000
˚ The great majority of these parishes are ‘shared’ by two or
more distinct cultural/ethnic communities.
˚ The shared parish model strives to achieve a high level of
ecclesial integration/inclusion among its diverse
members in a spirit of unity in diversity
Integration is not to be confused with assimilation.
Through the policy of assimilation, new immigrants are
forced to give up their language, culture, values, and
traditions… By [ecclesial] integration we mean that all
[cultural/ethnic communities] are to be welcomed to
our church institutions at all levels. They are to be
served in their language when possible, and their
cultural values and religious traditions are to be
respected. Beyond that, we must work toward mutual
enrichment through interaction among all our cultures.
(National Pastoral Plan for Hispanic Ministry #4)
From Newcomers to Stewards of the
Faith Community
Ownership
Belonging
Catholic
Identity
Stewardship
Cycle for Ecclesial
Integration/Inclusion
Hospitality
Solidarity
Conversion
Catholic
Identity
Sense of belonging
Ownership
Communion
Mission
Encounter
Stewardship
Movement 1 - Reaching Out: Meeting
People where they are at
˚ Mission: visit them with good news
˚ Affirmation: affirm their gifts and
contributions
˚ Invitation: invite them to the faith
community to be at home away from
home
Movement 1 - Reaching Out: Meeting
People where they are at
Movement 2 - Hospitality: Make
People Feel At Home
˚ Welcoming: have the ecclesial space
to be themselves
˚ Identity: have room to develop their
own sense of identity
˚ Trust and Safety: adapt to a different
culture from a position of strength
Movement 2 - Hospitality: Make
People Feel At Home
Parish Territory
˚ Opportunity: they provide for their own
ministerial needs and aspirations
˚ Support: parish staff and leaders work with
them to develop a comprehensive ministry
˚ Room to grow: ministries include the four
dimensions of Christian life modeled in the
first Christian communities (Acts 2: 42-47)
and included in Encuentro and Mission
Parish Territory
˚ Community: share their stories, religious
traditions and cultural richness
˚ Celebration: celebrate faith and life together
with other ministries and cultures
˚ Relationships: build relationships, community
and unity between different cultural communities
and ministries of the parish
Parish Territory
Movement 5: Champion Leadership
Development and Formation
˚ Mentoring: learn and seek opportunities
for ongoing faith formation and training
for ministry
˚ Access: invest time and talent in
certificates and degree programs that are
accessible
˚ Recognition: be recognized and
supported as ministers by the entire
parish community
Movement 5: Champion Leadership
Development and Formation
Parish Territory
Movement 6: Open Wide The Doors
To The Decision Making Process
˚ Decisions: space at the table where
decisions are made on culturally specific
ministries
˚ Leadership: an active voice on the life
and direction of the faith community as a
whole
˚ Representation: a place in ministry
leadership, parish staff and other decision
making groups
Movement 6: Open Wide The Doors
To The Decision Making Process
FC = Finance Council
S = Staff
PC = Pastoral Council
Parish Territory
Movement 7: Strengthen A Sense
of Ownership
˚ Discernment: meaningful ways to
be involved in the life of the faith
community
˚ Solidarity: responsiveness from all
parish staff on the needs and
aspirations of their families and
communities
˚ Authority: recognition by parish
leadership and structure as members
on equal terms
Movement 7: Strengthen A Sense
of Ownership
Parish Territory
Movement 8: Sow And Reap Full
Ownership and Stewardship
˚ Shared responsibility: contribute
time, talent and treasure
˚ Inclusivity: build a culturally diverse
faith community that is their own
˚ Discipleship: be active participants of
a community of faith in which all
cultures are constantly transformed by
Gospel values in order to be leaven for
the kingdom of God in society
Movement 8: Sow And Reap Full
Ownership and Stewardship
Parish Territory
Movement 9: Achieve Full Commitment
To The Mission Of The Parish
˚ Unity: strengthen the unity of the parish
while honoring its diversity
˚ Mission: be alert and ready to invite and
welcome newcomers in their midst
˚ Universality: become gente-puente by
ministering with Catholics of all cultural
backgrounds
Movement 9: Achieve Full Commitment
To The Mission Of The Parish
Parish Territory
Small Group Discussions:
˚ In what movement is your parish?
˚ What are some steps you feel will
help your parish achieve a higher
movement of ecclesial
integration/inclusion?
˚ What intercultural competencies
are required?
Five Principles to Achieve
Ecclesial Integration/Inclusion
Generational Differences in
Immigrant Communities
2nd Generation Challenges:
˚ Pose important issues for youth and young
adult ministries and the catholic educational
systems in immigrant settings
˚ Effects of this are sometimes seen in the third
generation, the children of the second
generation, especially when the second
generation has tried to jettison the cultural
identity of their immigrant parents
Generational Differences in
Immigrant Communities
˚ Recognize and affirm cultural, linguistic and
racial differences as a gift from God not a
problem to be solved
˚ Promote the formation of culturally specific
ministries, parish groups and apostolic
movements as means for conversion and
community building
˚ Avoid the temptation to expect others to
assimilate into a one-size- fits-all youth group,
program or activity
˚ Be aware of your own cultural heritage
˚ Use the concept of enculturation of the
Gospel
˚ Be willing to be a bridge builder rather
than a gate-keeper
˚ Avoid the tendency to see your culture as
better or more valuable than the cultures of
others, and the we—they language
˚ Commit to the spirit of mission of the
New Evangelization and its ongoing
transformation of all cultures by the Gospel
values
˚ First listen and welcome the unique
perspectives of diverse parishioners you are
trying to reach
˚ Include them, from the beginning, in the
development of plans, programs and
activities
˚ Avoid planning for others and judging
them when they don’t show up to your
activity
˚ Recognize the unique experiences, needs, and aspirations of
each cultural/ethnic community in your parish
˚ Understand that the existence of more than one cultural
group in your parish as a blessing
˚ Promote the formation of culturally specific groups and
apostolic movements
˚ Avoid the perception that allowing
the formation of culturally specific
groups creates division or separation
˚ Commit to creating welcoming spaces for
all Catholic people living in your parish
˚Understand the way in which people from
different cultures view leadership, organize
themselves and make decisions
˚ Identify indigenous leaders and mentor
them into leadership positions in ministry
within their own cultural/ethnic community
and in the parish as a whole
˚ Avoid a mentality of scarcity- ‘there is not
enough for everyone’- and foster a vision of
mission and growth that generates more
resources
Credits
Content & Research
Alejandro Aguilera–Titus
Kenneth Johnson Mondragon
Rev. Robert Schreiter, CPPS
Layout, Design and Editing
Isaac E. Govea
Melisa A. Rivera
Matthew Manopoli
Territorial Parish Graphics
Michael Theisen
Isaac E. Govea
Illustrations and Art Work
Maximino Cerezo Barredo
Encuentro 2000 Logo, USCCB
USCCB Logo

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