Despite being a non-practising born again Christian, I remain fascinated by the topic of Faith. I’ve come to distinguish faith and religion; with faith being my individual belief or trust that doesn’t require physical evidence, providing spiritual significance. While religion is a community’s collective practices, rituals, and belief system, typically centred on the belief in a deity. As an educator, I appreciate my Christian background while being receptive to the inclusion of students from diverse faiths and religions.
The study ‘Religion in Britain: Challenges for Higher Education’ by Modood & Calhoun (2015) caught my attention, especially the section “Paper 2: Religion, the public sphere and higher education” which delves into the intricacies and hurdles associated with religion in Britain’s society and higher education. I was drawn to three main themes: ‘The ‘vaguely Christian’ UK’, ‘Religion and dissent in Universities’, ‘Religion as a public good’.
In contrast to countries like the US, Africa, or Latin America, the UK’s public display of personal faith isn’t as widespread. Public discussions scarcely centred on religious perspectives unless the discourse directly pertains to religious matters. The study tackles the crossroads of religion, gender, and sexuality, highlighting the challenge in reconciling religious convictions with the advocacy for gender equality and sexual minority rights.
Despite these challenges, the paper praises the role religious groups play in championing social justice, peace, and interfaith understanding within university settings.
The public arena encompasses citizen participation in discourse, culture shaping, and decision-making, with religion often playing a crucial role in these conversations. Efforts to exclude religion are perceived as repressive and contradict secular ideals. In diverse societies, public engagement with religion can help probe into significant societal matters.
However, segregation propelled by ethnic and religious elements presents a formidable hurdle. Universities can mitigate these divisions by promoting initiatives that traverse religious boundaries, harmonizing integration needs with the respect for minorities’ in-group solidarity.
Kwame Anthony Appiah, in his lecture “Creed”, argues that religion extends beyond mere beliefs to encompass rituals, societal norms, and communities. He explains that religious scriptures need interpretation to resonate, and these interpretations are significantly swayed by cultural norms. Kwame shares instances of cultural interpretations of religious norms, such as kosher dietary restrictions and the tradition of women covering their heads in church. In our multicultural society, with faith-practising students and those who don’t, I aim to maintain an open-minded approach and immerse myself in continuous learning anchored in student experiences.
The ‘Shades of Noir: Alia Youssef’ article profiles three distinct Muslim women in Canada. The piece highlights their unique experiences and the role faith plays in shaping their identities, reminding us of the multifaceted backgrounds of our students. This article underscores the diversity and complexity of student backgrounds, even within specific identity categories. Understanding these nuances can inform your approach to inclusivity and create a more welcoming learning environment.
Recognising the importance of faith as an individual belief and religion as a communal practice encourages a more inclusive and respectful educational environment. Understanding the dynamics between religion and public discourse provides a broader perspective in facilitating classroom discussions, especially on topics intertwining with religious, ethnic, and social issues. Implementing this understanding supports open dialogue, enhances the learning experience, and promotes respect for diverse perspectives.
References:
Modood, T. and Calhoun, C. (2015) Religion in Britain: Challenges for Higher Education. London: Leadership Foundation for Higher Education.
Appiah, K.A. (2016) ‘Creed’, Kwame Anthony Appiah – Mistaken Identities. The Reith Lectures, at: https://www.bbc.co.uk/programmes/b07z43ds
Alia Youssef, Higher Power: Religion, Faith, Spirituality & Belief, pp. 50–51. Available at: https://shadesofnoir.org.uk/journals/higher-power-religion-faith-spirituality-belief/
Thank you for sharing your ideas. I agree that we must understand, or at least be open, to discourse on how religion intertwines with other social structures as well as public discourse. This reminded me of some of the resources on intersectionality and how our personal experiences connect with our wider communities. I thought your comment on how universities might mitigate divisions is really interesting; I wonder how this might play out in your (or generally) academic practice, too.
I enjoyed reading your blog post, as it explored the complexity of faith, religion and education. Your differentiation between them was clear – emphasising both individual and communal elements of each. Modood & Calhoun’s study provided intriguing insight into the obstacles that arise when reconciling religious convictions with gender equality and minority rights. I particularly like your recognition of religious groups’ positive contributions in creating social justice within universities. Your discussion about religion in public sphere, and needing to bridge ethnic and religious divisions was thought-provoking. Your commitment to continuous learning and an inclusive learning environment is commendable.