nurturing servant leaders in religious education - Scholarly ...

that’s how it should be seen sometimes, that it is a very serious stewardship we’re
blessed with to be teachers (VT3).
The friend-first stance in this example encapsulates the servant-first stance that
servant leaders take on themselves. This participant did not realise the importance of
the distinction of being a leader until he was asked to address a specific need in
another as a leader. The trust he had originally gained through the service of
friendship helped to create his opportunity for leadership. Other answers indicated
that servant leadership examples outside of the CES could be seen and identified.
Seven participants indicated that in addition to their CES responsibilities, they were
gainfully employed in the teaching profession. Answers indicated that participants felt
they were able to use their leadership skills gained in association with the CES in their
other teaching positions.
Relationships to culture
Responses in both interviews and focus groups indicated a focus on both the positive
aspects as well as challenges of working amongst different peoples. As discussed in
the literature review servant leadership aims to make the meaning of “others” more
real to people, more expansive, and leadership more applicable. Directors discussed
several points that highlighted efforts on the part of the CES to be culturally aware
and sensitive to its stakeholders,
Here in Auckland and throughout New Zealand, and in certain centres like
Hamilton and Wellington, Hastings, Christchurch, we do have ethnic units…We
have a great concern for institute for the Young Single Adult particularly eighteen
to thirty enrolment from the ethnic units…While our prime objective again is for
CES to teach the scriptures, and again missions and marriages and so on, we
realise that the language is a vehicle to assist them. It’s a means to assist some of
those who struggle with English in those classes. And so, that would be our main
cultural awareness, particularly those who are migrating from the Islands, to raise
their families here, have a good education (DA).
In the Auckland area, this is the biggest multicultural city, maybe the biggest or
second largest one in the world. And we have got a lot of different nationalities in
the Church. We have different languages, and so we have problems with some of
the languages like Samoan, Tongan, Niuean. We have different institute classes in
most of the stakes (DB).
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