222 Chapter 6 Through various discussions, this led to the establishment of a shalom line to address the increasing levels of diversity and complexity. With the help of the conversational community, each level—one for each year—was cautiously named. For year 1, the title ‘Shalom at home’ was chosen, with the idea of focussing on diversity within the Christian community. For year 2, the title ‘Shalom in the city’ was chosen with reference to Saint Augustine’s The City of God (412/2008), covering acquaintance with ethnic, cultural and religious diversity in the Netherlands. For year 3, the title ‘Shalom worldwide’ was chosen to combine the idea with the internationalisation programmes for the students, which meant they would be placed in contexts of international diversity. For year 4, the title ‘Shalom in action’ was chosen to enable students to act out the idea, preferably in a secular context, when DCU’s management was willing to invest in the inclusion of a new social internship in the curriculum. This internship was—on the advice of members of the outsider group—later termed a citizenship internship. This order of topics in the third and fourth years, which was slightly preferred by the conversational community in its fifth meeting, was later reversed by DCU’s management for practical reasons. In years one and two, the existing working weeks were, from this point onwards, substantively connected to the respective shalom themes. In year 4, the same connection was made between ‘shalom worldwide’ and the international tracks. In year 2, an out-of-the-comfort-zone internship was built into the programme, after a short acquaintance with multi-ethnic education in urban areas. For year 3, a citizenship internship was prepared and the terms discussed, including good preparation with regard to the shalom idea, attention to social justice, practice as a Christian in a secular context and low reporting expectations. These types of holistic experiences were connected to lessons and discussions within small learning communities and to other aspects that will be considered later in Chapters 7 and 8. 6.4 CONCLUSION To be holistically broad, citizenship formation for a modern, fragmented society has to be closely tied to, first, broad personhood formation and, second, the curriculum as a whole. One discovery made by the conversational community was the importance of subjectifying education for both areas. Trainee teachers in a society characterised by high levels of diversity and complexity need to know who they are and what they stand for (to have a clear self), so that they can live up to the challenges they will encounter in terms of the art of living together. Freedom is an important aspect of this, which throws education on
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