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Okay ... ready to try the first one. I just read Alister McGrath's 'Theology: The Basics' and have been thinking through his chapter on The Church through the lens of the work I'm doing on Belonging, so here goes ...

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In the study of the theology of the church McGrath notes two ways of viewing the church, both of which are problematic if 'belonging' is our goal. The first view is of purity and the second an idea of a 'mixed body' of sinners and saints.

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In the purity model, cohesion/acceptance are based on a person's commitment to a narrowly prescribed list of rules/requirements. Succeed at keeping these rules and you can stay. Otherwise, you will need to be put 'out' because your failure risks the purity of the Church & u.

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Those churches most concerned with keeping out (LGBTQ, women in ministry, whatever) are most likely to adhere to a purity model of church (and although this goes beyond purity culture, it's part of where that idea comes from).

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The search/drive for purity creates evermore insular groups of individuals to the point where one church in our city is convinced that in a city of 74 churches the only Christian's in the city are the 17 that attend their church.

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reminding you that, while we didn't cover "how do i work through a coup" in the faculty development workshop (FWIW my answer is "don't", seek breath and togetherness instead), we DO have the gift of trauma-informed pedagogy. here are a few links for the coming days/weeks/months:

reading or listening to Mays Imad's work (@lrningsanctuary) always helps me so much and is a great place to start. this interview with @Bali_Maha is medicine.

"Trauma-informed Pedagogy and How is Your Heart?":

https://t.co/oaEvSLYE6b

"Hope can be a passive gesture: “let’s hope it all turns out OK.” But hope can also be active, as a resistive act of defiance, self-empowerment & enduring resilience even in the face of uncertainty."

here's a slightly different framing from @bethmcmurtrie , one that I think has the very, very useful addition of "don't take things personally". we're all whole humans. what your students are doing (or not doing) right now is often very little about you.

if a video (or just its audio) is more your speed today, here's a fantastic UC Berkeley program that critically centers racial trauma, and how we can teach in the context of racial violence (of which our classrooms are a
Right - your three-minute warning. Just enough time to grab a cuppa' and get comfortable before @GavinWilliamson makes his announcement on replacing GCSE and A-level exams this year


.@GavinWilliamson says this isn't a decision the government wanted to take. 'Our schools have not suddenly become unsafe, but limiting attendance essential when Covid rates are climbing'

He will set out the contingency plans he'd 'prepared but hoped to have never implemented'

'We're far better placed to cope with disruption than last march', Williamson adds we're better at delivering online learning and they will support parents

Williamson says if parents feel they aren't getting suitable remote education they they should raise concerns first with the headteacher, and "failing that report the matter to Ofsted".
Ofsted will inspect schools where it has concerns
1/ Updated thread. The impact of lockdown on children/adolescents 2021. Or, why we need to keep schools open.


2/
https://t.co/btxlm8CSZG
‘.. a group of UK academics who work with children and adolescents. … concerned about the lack of focus on the needs of this age group … in policy making during the pandemic. We provide scientific evidence that might help to redress this imbalance.’

3/ .@DrHelenDodd wrote about the importance of f2f play: ‘Without the opportunity to play closely with peers, children can feel lonely and socially isolated, which is linked to short- and long-term mental health

4/ .@utafrith wrote on the impact of children missing school: https://t.co/IY4JHnCiAK

Conclusion: ‘The consequences of a large gap in schooling are waiting to be documented and these effects will occupy social services and mental health specialists for many years to come.’

5/ .@sjblakemore Highlighted the impact on teenagers. ‘Research … has demonstrated the crucial importance of social interaction and social learning in adolescence, which is a sensitive period of social brain development.’