We need to keep in mind that all meaningful progress will only occur with gradual steps toward our goals. The programs we implement or events we plan need to naturally progress and grow out of the work we are already doing in each of our schools. The first steps can be shared events rather than shared formal programs so that the new relationships that are forming have a less threatening place to grow. Think of it as ice breakers for the larger community.

The constant motivator for any attempt at shared education in Northern Ireland is the belief that their programs exist in order to benefit the educational experience of every child. We need to keep the needs of every child at the forefront of every decision we make in our schools. If that means overcoming our prejudices regarding other schools (and the current competition we might experience with them, for example) then so be it, because the benefits the students experience outweigh one school’s “ownership” of a particular program or course of study. Collaboration between schools is an essential component which leads to the success of all students in Northern Ireland.

We have grown in the way we approach inclusive education in the Archdiocese of Los Angeles over the past two decades. Let us continue this process, being inspired by what we have learned from passionate educators who take inclusion of all students and collaboration for granted.

Investigating, or focusing on, Catholic identity was somewhat vexing. We have been conditioned by our contexts (parish site based schools) and by WCEA’s ISL to put Catholic identity in categorical lists so as to check boxes. Cross on the wall? Check. Mary statue in the corner? Check. Etcetera, etcetera. The schools we visited each enlivened their “ethos” in idiosyncratic ways. As a group we observed their Catholic identity was tied to the home, family, community, liturgical seasons - not necessarily daily/weekly practice.