Analysis of how faith interacts and intersects with other identity aspects through studying and reflecting on four different resources combined with further reflections on my personal experience at UAL and the theme.
Resource 1: Appiah, K. A. (2014) Is religion good or bad? (This is a trick question). Youtube [Online]. 16 June. Available at: https://www.youtube.com/watch?v=X2et2KO8gcY
Appiah views religion as a dynamic cultural construct, deeply influenced by historical, social, and political contexts. He emphasizes that religion is not static but evolves with time, reflecting the complexities of the societies in which it exists. Religion, according to Appiah, shapes identities and carries significant ethical implications, advocating for religious pluralism and interfaith dialogue to foster mutual understanding and respect.
Appiah’s approach sheds light on the intricate ways in which global religious movements intersect with local racial identities. For instance, the spread of Pentecostalism in Africa illustrates this interaction, as it blends indigenous cultural practices with global religious ideas. This fusion creates unique religious identities that are both deeply rooted in local traditions and influenced by global dynamics.
Resource 2: Reki, J. (2023) Religious Identity and Epistemic Injustice: An Intersectional Account. Hypatia 38, pp779–800. Available to download from Moodle via the Readings & Resources folder.
Reki looks at the complex intersections of gender, religious identity, race, and social constructs, particularly focusing on the experiences of Muslim women who veil. She highlights how these intersections often result in epistemic injustices, where individuals face misunderstanding, stereotypes, and dismissal of their beliefs and practices. Reki emphasizes the importance of recognizing and addressing these injustices, particularly for marginalized religious individuals, who may face testimonial and hermeneutical injustices. Additionally, she discusses how the dismissal of certain theological perspectives, such as Sojourner Truth’s feminist theology, further marginalizes voices at the intersection of racial and religious identities. Overall, Reki’s work underscores the need to confront and rectify the epistemic injustices faced by marginalized religious communities.
Resource 3: Jawad, H. (2022) Islam, Women and Sport: The Case of Visible Muslim Women. [Online]. Available at: https://blogs.lse.ac.uk/religionglobalsociety/2022/09/islam-women-and-sport-the-case-of-visible-muslim-women/
Dr. Haifaa Jawad explores how cultural, social, political, and religious factors influence Muslim women’s participation in sports, particularly regarding modesty requirements and societal norms. She highlights the need for inclusive sports environments that respect religious practices and advocates for educating sports professionals about these needs, promoting inclusivity and diversity in sports.
Resource 4: Trinity University (2016) Challenging Race, Religion, and Stereotypes in the Classroom. [Online]. Available at: https://www.youtube.com/watch?v=0CAOKTo_DOk
The emphasis is placed on the significance of engaging with differences in a constructive manner, both within society and within educational settings. This approach highlights the importance of fostering an environment where diverse perspectives are valued and where dialogue and cooperation are encouraged as means of addressing differences effectively. The interaction of faith with other identity aspects, such as race and gender, holds significant importance within educational settings. It’s crucial to ensure that religious identities are not only respected but also integrated into the curriculum to provide students with a comprehensive and holistic educational experience.
FURTHER REFLECTION
Recurring Themes
- Inclusivity and Pluralism: Across all resources, there is a strong emphasis on the need for inclusivity and respect for religious diversity.
- Intersections of Identity: All resources highlight the complex intersections of religious identity with race, gender, and socioeconomic status, illustrating how these intersections shape individual experiences.
- Challenges and Barriers: Each resource discusses various challenges and barriers that religious individuals face, whether in sports, education, or broader social contexts – reminding the complexity of intersectionality.
Differing Perspectives
- While Rekis and Jawad focus on specific institutional changes (e.g., inclusive spaces for testimonies and sports environments), Appiah emphasizes a broader cultural and ethical approach to inclusivity.
- Appiah discusses the impact of globalization on religious beliefs more broadly, whereas the other resources focus more on local and specific contexts (e.g., Muslim women in sports, religious identity in secular environments).
I teach a unit called PPD for Y2 Fashion Design Womenswear students, where we dive into the fascinating and complex intersection between fashion and faith. This topic resonates with some of the key findings above an reflections below. Navigating this challenging territory requires me as a tutor in combination with students to carefully negotiate concepts and meanings, ensuring we are respectful and inclusive of various perspectives.
I’ve found that when students feel a personal connection to this topic, our role as educators becomes even more crucial. We help them navigate these intersections, offering guidance and support throughout their exploration. Bringing in industry professionals who work around this has been incredibly beneficial. These experts helped us unpack critical ideas around social justice and inclusivity, providing real-world insights and fostering a richer understanding among students. The diverse background of all of them made the unit structure and content much more relatable to students. I saw a growing interest and engagement with some students exploring faith as another element of their identity in the context of their work.
Reflecting on UAL’s data on diversity and inclusion related to faith outcomes, we see an increasing number of students identifying as non-religious. In my classroom, this trend makes the few students who consider faith a significant part of their identity more noticeable. This highlights the importance of constructive engagement with diverse perspectives, helping students understand that we all live by different values. By fostering mutual respect and understanding, we can create a space where dialogue and cooperation can thrive. This approach not only addresses differences effectively but also enhances the educational experience for all students. In my classroom, I strive to create an inclusive environment (in practice) that prioritizes diversity by the references I share on slides to the group and individual conversations and further support outside class. In addition to that, I make no assumptions and foster a non-judgmental culture that uses dialogue and mutual respect at all times. This ensures that students from various backgrounds feel valued, supported and safe to share their thoughts.
Hi Joao. Thanks again for another interesting blog post, and for engaging well with the materials (although be careful not to simply summarise them). It would be great to hear any practical examples of how you might apply this learning in your teaching context, and/or any thorny issues it throws up for you. You make reference to the differing perspectives – it would be great to hear more about what you think, too, or perhaps what you still feel you need to learn more about.
Hi Carys, thank you for engaging with my posts so thoroughly and making sure they are meaningful reflections. I have now contextualized it further and added a few professional reflections bearing in mind my experience with students. On that note, I mostly included the reflection in italic at the end as it seemed to work better structurally.