BLOG TASK # 2 ‘Faith’
My immediate thoughts and actions on Workshop 3 & 4 Unit 2 Friday 10th May 2024
This workshop provoked deep, reflective thoughts on my religious beliefs and practices, and it’s taken some time to find the written words to respond to this workshop task set for us on ‘Faith’ and the teaching resources presented to us as a class.
The first thing that came out strongly during the lesson and was a learning outcome for me. We, as teachers, move among the student body delivering workshops, supporting student projects, and presenting lectures. I have come to a point of view that:
‘Faith’ and ‘Religion’ are unseen, in the student community.
Just like an ‘unseen’ disability. For example, mental health can be viewed as unseen or suffering from a medical condition like cancer. The outward signs are not always visible. We must be told by the student that they need help to support their condition. We have systems in place that a student can reach out for help through the University of the Arts London student support services. We are not told or made aware that we have students who follow a religious practice-that their faith may affect their educational experience and learning at UAL. A student’s religious faith can be the core of ‘their wellbeing’ and, any disruption to their ‘religious life’ can be detrimental. Through culture, religious dress, religious symbols, religious iconography, these are the visible signs that some students may wear, and the student’s attitude to their faith; may give us a hint or guidance in how we engage with that student or group in how we teach.
We are living in a time were religion and politics are becoming hostile environments in the public forum. Where religious faiths are forced to be kept quiet or respond loudly if provoked. I see the intersectionality of gender, race, faith, politics, disability, trans and sex; especially women who are facing the brunt of discrimination at all levels (Aziz, R (1997) Intersections can also occur in a student’s life (C. Kimberle June 2018)
My Action: Awareness
These intersections on a person’s life, should not be a hindrance to student’s well-being within a teaching environment. Equality and diversity should be welcomed and supported. A student’s faith should not be an issue. UAL has created ‘quiet spaces’ at Central Saint Martins college, where students can carry out religious observances. This reflects the actions and awareness in Sabah Choudrey document ‘Inclusivity-Supporting BAME Trans People’. (Choudry Sabah 2016) which highlights how to improve awareness of ethnic communities, trans, race, religion, and gender. To break down barriers and create a holistic society.
It is important for me to be aware that intersectionality is complicated and very layered with its ‘intersections’- Faith, Race, Gender, Ethnicity, Disabilities and the ‘Unseen’.
References.
Kimberle Crenshaw: What is Intersectionality?
https://www.youtube.com/watch?v=ViDtnfQ9FHc
946,575 views 22 Jun 2018
Crenshaw, K (1991) Mapping the Margins: Intersectionality, Identity Politics and Violence against Women of Color, Source: Stanford Law Review, , Jul, 1991, Vol. 43, No. 6 (Jul.1991). pp.1241-1299
https://www.jstor.org/stable/1229039
Aziz, R (1997) Feminism and the challenge of racism: Deviance or difference? In Black British Feminism, ed. Mirza, H. S. London, Routledge, pp. 70-77.
Choudrey, S. (2016) Inclusivity-Supporting BAME Trans People [Online]. Gender Identity Research & Education Society, 14 February. Available from:
Dear Michael,
I found your blog post honest and thought-provoking. It was interesting to hear you came to the conclusion that faith and religion are unseen in the student community at UAL. According to the UAL EDI report 2022/2023, the number of students who identify as religious has steadily declined since 2019 and the dominant religion followed, Christianity, does not ask followers to adhere to visible religious dress codes.
However, I think that this problem has been exacerbated by the fear society and politics have instilled in students to express their religious identity. I wonder how many students have been negatively impacted by the peaceful protesting and occupation of the CSM reception in the last week and whether they have felt adequately supported by the college.
Best,
Dayna
Best,
Dayna
Dear Dayna,
Thank you for your comments on my ‘Faith’ blog. It is true that some religions do not have a code to show or demonstrate their religious faith.
I agree with your observation on society and politics do have an impact on students views and beliefs. To add to your point on the peaceful protest and occupation of the CSM reception; the result that James Purnell-vice chancellor, came in person to talk to the student protesters and continues to support their right to protest, shows that UAL are trying to accommodate the ‘student voice’. For me, the manifestation of this; students views of the conflict in Israel are now being woven into some of the student theatre projects that I am production staging in the theatre spaces. This is evidence of student action.
Hi Michael,
I enjoyed the reflective nature of your post and in reference to the workshop, which also highlighted the invisibility of faith. I was struck by Leila’s contribution to our discussion that revealed she was Muslim, which enabled her to offer first hand lived experience of the impact of prayer times on class sessions. Leila recalled a student being surprised when she offered her the space to excuse herself from class for prayer. This was enlightening for me as I teach Muslim students and admit I am unaware of prayer times. The workshop has motivated me to learn when these are so I can ensure important information is delivered in the lesson plans that don’t conflict with religious needs.
The workshop also seemed to relate to the Rekis reading regarding prejudice via visibility in the case of identifying women Muslims by dress code. It is an interesting problem that presents itself here in the way prejudice can happen owing to invisibility and also visibility. Leila also mentioned how a friend of hers responded negatively to the idea she was considering wearing a hijab. In the Rekis reading, she makes a significant point that is specific to the discrimination against women Muslims, and more broadly women religious figures. Perhaps it is only through inviting difference into the classroom to demonstrate how it can be respected and given integrity that students can feel comfortable with their visibility / invisibility.
Hi Michael,
Thank you for sharing your thoughts on the intersection of faith, religion, and inclusivity within the educational environment. I appreciate that it’s not always a straightforward area to discuss and you did so with nuance.
I’m interested in your statement that ‘Faith’ and ‘Religion’ are unseen in the student community, and I’d like to gently challenge that this is always the case. For many students, their religious beliefs and practices are an integral part of their identity and way of life, which can manifest in visible ways – through religious dress such as the hijab or dietary practices such as fasting, or observance of religious holidays. These expressions of faith, while perhaps not always apparent to those outside the religion, hold deep significance for the individuals themselves and can actually make those students ‘hyper visible’ rather than invisible. They can also lend themselves to ‘epistemic harms’ as mentioned by Rekis in her article. You do mention the visible signs further on in your blog so I’m curious as to whether you think those visible signs still broadly render faith and religion unseen? It’s a tricky topic indeed!
I really appreciate your call for increased awareness (love that!) and the recognition of these intersections within the university, as it allows us to better support and accommodate the diverse needs of our students. I also appreciate you bringing attention to the efforts made by UAL to create inclusive spaces, such as quiet rooms for religious observances.
Moving forward, it might be valuable to explore ways to further integrate discussions around faith, religion, and intersectionality into the curriculum and campus culture. This could involve collaborating with Arts SU for instance, inviting guest speakers from diverse religious backgrounds, or incorporating case studies and readings that address these topics from a multidisciplinary perspective. Your reflections serve as an important reminder of the need for ongoing dialogue, education, and institutional support to ensure that all students, regardless of their religious beliefs or intersecting identities, feel welcomed, valued, and empowered to thrive within the educational setting.
Look forward to hearing your thoughts 🙂
Yasi
Dear Yasi,
Thank you for your comments on my Faith Blog and I agree with you that this is a difficult topic to navigate within an educational environment.
You raise two points that has made me think deeper about ‘unseen’ faith and its outward appearance. I did not consider that students may not want to reveal their faith (visually/symbolism or through religious devotion/action) due to social politics, intolerance and possible negative reaction from the college student body.
As teachers, are we tasked to encourage students to reveal their faiths even though they do not want to?
Those students who do reveal their faith visually at Central Saint Martins -to me, are far and few and depends on your depth of knowledge of to recognise the world religions and their off shoots i.e. Christianity, Islam, Hinduism, Buddhism, Sikhism, and Judaism. Christianity, Islam, and Judaism etc.
Though we try to put systems in place to support some of these faiths-Islam and Christianity, I think we generally do not have this at the forefront of our minds when teaching a course curricular subject or a workshop session.
This a deep subject and I thank you for challenging my thoughts.
Hi Michael,
I’m really interested by your point that ‘‘Faith’ and ‘Religion’ are unseen, in the student community’ and the way that you equate this with unseen disabilities. Before this subject was addressed on the course I realise that faith is not something that I often considered in a teaching context, partly because – as you say – it is rarely mentioned by students. The idea that ‘a student’s religious faith can be the core of ‘their wellbeing’ and, any disruption to their ‘religious life’ can be detrimental’ is compelling and it is helpful to think of the way that a student’s religious life can be so beneficial for them, yet difficult to perceive when meeting a student. I would add trans women of colour to your statement that women face the most discrimination in society, I think this group are one that is most at risk.
Best wishes,
Sid