Jesuit Journeys
Spring 2007

Social and International Ministries:
A dose of inspiration

John Sealey
Provincial Assistant For Social and International Ministries

Awards are newsworthy, but more importantly they often point to the real story. In this case the story is the inspiring work being done in Jesuit higher education.

The Service/Justice programs at Creighton and Marquette universities have recently received significant recognition for forming leaders who are committed to faith-informed service and social concern for others, particularly those experiencing poverty, discrimination, and injustice.

The Service/Justice programs at Creighton and Marquette
universities have recently received significant recognition for
forming leaders who are committed to faith-informed service and
social concern for others, particularly those experiencing poverty,
discrimination, and injustice.

The Milwaukee Interfaith Conference awarded the Marquette
JUSTICE (Jesuit University Students Together in Concerned Empowerment) students the Youth Service Award for their work to secure passage of an Affordable Housing Trust Fund in Milwaukee.

The Creighton Center for Service and Justice (CSJ) was recently
awarded the first Martin Luther King, Jr. Campus Legacy Award.

In conversations with Creighton’s CSJ director Maria Teresa Gaston and Marquette’s Assistant Director of Ministry Gerry Fischer, these themes arose as keys to success for the mission of faith doing justice in Jesuit higher education.

In conversations with Creighton’s CSJ director Maria Teresa
Gaston and Marquette’s Assistant Director of Ministry Gerry
Fischer, these themes arose as keys to success for the mission of
faith doing justice in Jesuit higher education.

Peer-leadership:
This was a dominant theme for both campus leaders. While
faculty and staff certainly influence student worldview and may
even introduce new concepts regarding theology and social
concern, student-to-student peer testimonials have a powerful
effect. In essence, campus adults speak to an issue by virtue
of their office, students do so freely. In “Making the Most of
College”, which surveyed over 400 students at 90 campuses, Dr.
Richard Light found that in areas such as diversity and cultural
understanding, 80% of learning was done outside of the classroom.

Small numbers have a multiplier effect:
Technology allows today’s students to share information much more efficiently than out-dated leaflets and word of mouth. Effective networking made it possible for a relatively small, but intensely focused group of Marquette students, to obtain 5,000 signatures demanding greater international pressure to end the Darfur genocide.

They personally delivered the signatures to U.S. Representative Gwen Moore who credited their effort with her own participation in non-violent civil disobedience to draw attention to Darfur. The students are currently campaigning for Darfur divestment.

Emerging Issues:
Students have a growing connection to the local community surrounding the campuses. Since Creighton and Marquette are both located in urban contexts, they identify the issues facing the cities. Creighton students have awakened themselves to the struggle of immigrants and they are committed to advocacy which corresponds to the Church’s support of comprehensive immigration reform that includes a pathway to citizenship. Not surprisingly, this is a major issue for Omaha with the recent migration flows working in the agricultural and meat-packing sectors in Nebraska and Iowa.

Marquette students have focused on homelessness largely due to the relationships they have built with homeless women and men through the Midnight Run outreach program. After enjoying a win on the Housing Trust Fund, they have now petitioned a call to end homelessness in Milwaukee by 2015 and will be coordinating a city-wide Sleep-Out later this spring.

Fair trade links consumption choices to sustainable development and this is also a strong and growing value for students across Jesuit campuses. Originating with the antisweatshop campus clothing movements, fair trade has now broadened to include food, beverage and support for small local/organic farming.

They want to be challenged:
There are expanding offerings from both formal and informal student residences (themed dormitory floors to off-campus housing) which demand a rigorous commitment to prayer, critical social reflection, service, simplicity and ecological concern.

Too often we may have imagined such counter-cultural challenges would “turn off” students, but the reality is that students challenge themselves and one another quite forcefully. For instance, what might start as an “experiment” can soon become a pattern of more reflective living and intentional nonconsumerism in an ad-drenched culture.

Jesuit Mentors:
Jesuit leadership, endorsement and – best of all – participation in campus social justice programming makes a lasting impression on students. Many students have some familiarity with the courageous Jesuit documents on justice and solidarity with the poor.

When Jesuits actually live that option it is noted by students and demonstrates to them a life of integrity. Many lay leaders can and do demonstrate this, but there can be a tangible value added when Jesuits participate.

Past Experience:
This remains a pretty reliable indicator of student involvement in service-justice programs. Many student leaders come from families, high schools or dioceses with strong service/reflection programs. Occasionally, through peer invitation, a person will accidentally discover these programs, but it is safe to say that parents and early mentors play a vital role in preparing a student to exercise this dimension of their moral development.

Tomorrow’s Whole Person:
Jesuit Superior General Fr. Kolvenbach has observed that Tomorrow’s whole person must have a “well-educated solidarity” which is made possible more through contact than concepts. “When the heart is touched by direct experience, the mind may be challenged to change.” Through efforts such as these, Jesuit higher education facilitates personal involvement with innocent suffering and exposes students to the injustices which others suffer. This can be catalyst for reflection and faith-informed action for justice, a virtue deserving of the name solidarity.