At our Parent Information evening back in February, I spoke about our strategic goal and commitment to fight racism in our school community and I shared this Bible verse from Hebrews 12:14; “*Make every effort to be at peace with everyone*". At that time I also wrote in a newsletter article, “...let us be a school marked by anti-racism, tolerance, celebration of difference, inclusion, respect and understanding differences. For me this is authentic Christian Education and community.”
At Claremont we are developing an anti-racism strategy because it is a sinister force that is always a present and ongoing threat to the wellbeing and cohesion of any community. We can all be thankful that our community is one that is inclusive and celebrates diversity. As the verse states (in another translation), I believe that we should “*make every effort*” to be at peace with everyone.
One of the most helpful and inspiring books that I have recently read is ‘See No Stranger: A memoir and manifesto of revolutionary love’ by Valarie Kaur. I cannot recommend this book more highly. It has particularly helped and guided me in my role as Principal, especially making decisions around complex people and community issues. Yesterday for example, I wrote to Year 4 parents explaining why we were proceeding with a Russian dance item that the children will be performing next Thursday.
In making this decision, I consulted with two Claremont families both of Ukrainian and Russian descent. The parents were appreciative of the opportunity to talk and share their feelings on this topic. Both families have loved ones living in Ukraine and their experience with the invasion is truly horrific. However, they also spoke about having Russian heritage and the importance of valuing and celebrating their heritage and identity - rather than boycotting or cancelling it. Both families expressed for a number of reasons they were supportive of the children continuing with the Russian dance.
Today I spoke with the Year 4 children about this issue - about the importance of appreciating culture and having empathy and understanding of the goodness and heart of people, despite the terrible actions of some individuals, leaders and their governments. We discussed how we are always more than our worst moments in time. I was impressed by their maturity and the perspective they brought to this matter.
My experiences in India, too, have definitely shaped me and taught me a lot about people, values and faith. I can think of a profound moment about ten years ago sitting beside an elder in a remote muslim village. The seventy year old was questioning me about my motives and intentions as to why my wife and I wanted to help his community (and rightly so). As we talked it was a humbling experience to listen, to understand and learn from him and to hear about his life, particularly as a displaced child (his entire family were refugees from Kashmir), hiding from militia in a jungle with his parents. What a privilege it was last October, for me to visit his village again, to see the children thriving in the small school that we have established, and for him to greet and welcome me as a respected and trusted friend.
Valerie Kaur writes;
*“I had to listen to other communities’ stories with the same wonder and humility with which they were listening to mine. I had to grieve with them, I had to fight for them, as they were doing for us. Deep listening is an act of surrender. We risk being changed by what we hear. When I really want to hear another person’s story, I try to leave my preconceptions at the door and draw close to their telling. I am always partially listening to the thoughts in my own head when others are speaking, so I consciously quiet my thoughts and begin to listen with my senses. Empathy is cognitive and emotional—to inhabit another person’s view of the world is to feel the world with them. But I also know that it’s okay if I don’t feel very much for them at all. I just need to feel safe enough to stay curious. The most critical part of listening is asking what is at stake for the other person. I try to understand what matters to them, not what I think matters. Sometimes I start to lose myself in their story.”*
Doug Thomas, Principal
