history..
It became clear to them, however, that not all girls have a suitable introduction into womanhood either. This, coupled with the demand for providing a partner program for the girls led to the creation of The Rite Journey for girls, in conjunction with Amrita and Jane.
Here, Graham and Andrew explore the initial genesis of the program:
As teachers over many years we have been somewhat surprised by the young men who have been placed in our care. A significant number of them have seemed to struggle with anger, family problems, bullying, sexism and racism. We found ourselves asking the same question over and over again: "Who is helping these boys learn to be responsible and respectful males, whilst acknowledging and celebrating their transition into manhood?"
In pursuing our own personal development over a decade ago we read Steve Biddulph's book "Manhood" which presented some revolutionary ideas to us as men (one an "early twenties generation x'er" and the other an "early forties baby boomer"). We were called to action by Biddulph's statement regarding "helping teachers develop a co-parenting and mentoring role in boys' emotional development (so that school is an extension of family, and the 'whole boy' is the focus and aim)" (Biddulph, Manhood, p149)
A proposal was presented to our school which would see the year 9 boys, in single gender classes, undertake a program aimed at developing the 'whole boy' and especially focussed on guiding these boys through elements of being a responsible and respectful adult male. The course was based on a program by Brook Friedman entitled "Boys Talk".
This program was presented over one term (three 50 minute lessons per week) covering areas such as gender construction and identity, feelings and beliefs, non-violence, problem solving skills and pathways to change. The program ran successfully from 1996 until 2004 when we began to dream of a full-year course, more interaction with the class, a richer relationship between teacher and student, and a foray into the field of initiation and rites of passage. We read widely and revisited various motivators such as the well-known educator Ian Lillico, who as part of his 2000 Churchill Fellowship helped develop 52 school reforms required to engage boys in schooling. We reflected on how so many of these reforms resonated with us.
In early 2004 we started to explore various options and began to formulate the structure of a year-long program for year 9 students that we believed would speak to their hearts and satisfy a yearning in their souls. Just as this concept was being given tentative approval, the 2004 Australian Conference on Lutheran Education was held in Adelaide and one of the keynote speakers, the internationally acclaimed futurist Peter Ellyard, spoke these words.
"I propose that Year 9 be totally reconstructed. The traditional program should be scrapped and replaced with a comprehensive Preparation for Adulthood program... On the threshold of adulthood young people mostly lose their commitment to learning the traditional fare which is offered to them. However, there is much they want to learn at this critical time in their lives, when they are leaving childhood and are anxious to learn about the mysteries of adulthood. What they want instead is to learn how can I become a successful adult?"
("Futurist" Peter Ellyard, Aust.Conference Lutheran Education, Adelaide 28 Sept. 2004)
He then put forward the idea that on the threshold of adulthood, young people do not tend to learn what they are being traditionally offered. However, if they are offered a curriculum of developing the capabilities required for successful 21st century adulthood there is evidence that they will become passionate and committed learners again.
Tony Checker, Teacher, Immanuel College in South Australia.
