Inclusive Practice – Faith – Blog Post 2
- The article discusses how Muslim women who practice veiling face epistemic harms due to the intersection of their religious identity with gender and racial assumptions. Their choice to wear a veil is often misinterpreted, leading to prejudices and misunderstandings that affect their credibility and social status.
- Jaclyn Rekis refers to Christian abolitionist and feminist, Sojourner Truth’s testimony, and highlights how religious beliefs intersect with her race and gender. Truth’s intersectional identity led to her being marginalised, despite her significant contributions to both religious and social justice movements.
- The text explains how religious individuals, and those from minority faiths, can experience epistemic injustice in daily secular environments especially when combined with other identity aspects such as race or gender. To the extent, that their testimonies, or accounts of their experiences and beliefs, may be seen as less credible or important simply because they come from a religious standpoint.
- Reki mentions how certain religious identities are racialised, such as the association of Islam with specific racial and ethnic groups, demonstrating the intersection of faith with race. This racialisation can result in unique epistemic harms, including stereotyping and discrimination.
Jawad, H. (2022) Islam, Women and Sport: The Case of Visible Muslim Women.
I found this text by Haifaa Jawad informative, I learned a lot about the Muslim faith. There are many examples of the intersection of faith with other identity aspects in text too, focusing mostly on gender and religion.
- The text discusses how being a Muslim woman affects participation in sports due to religious requirements for modesty in dress and sex segregation. This intersection creates barriers that are not faced by men or women of other faiths.
- The discussion about hijab highlights how Muslim women’s religious practice of veiling intersects with their gender, often leading to challenges in what to wear and modesty.
- The text highlights Islamophobia following events such as 9/11 and the invasions of Afghanistan and Iraq. The events increased the visibility of Islam in the West and were often demonized through media representations. This had a particular impact on Muslim women, who are often more visibly Muslim through practices like veiling. The intersection of their religious identity with gender and, in many cases, racial or ethnic identity leads to forms of discrimination and epistemic harm.
- For Muslim girls physical education classes can be problematic, the intersection of religious requirements and gender can create tension. It’s important to follow religious beliefs by managing modesty and participation in mixed-gender activities so that this doesn’t affect their ability to participate in physical education and sports.
- The text describes how secular sporting environments, often do not accommodate religious dress codes or practices. This can also create barriers for Muslim women.
These examples focus on the intersection of faith and gender and its negative effects on Muslim girls and women in society. Both Reki and Jawad illustrate how religious identity intersects with aspects like gender, race, and the secular environment, leading to complex forms of epistemic injustice. As Jawad says, “There needs to be greater understanding and action from international sports federations to relax dress codes and provide resources to enable Muslim women to participate”. These instances highlight how the interplay of faith with gender, race, education, and cultural factors can negatively impact Muslim women’s experiences and opportunities, especially in sports and physical activities.
- List the faith considerations in your own teaching context, drawing on UAL data and your own experience.
Students rarely disclose their religious beliefs to me, in my two years of experience working with the students, only one student approached me to ask if she could leave my class early to pray. Looking at the UAL data dashboard it appears that less students disclose their religious beliefs each year, I wonder if this is due to wanting to hide their beliefs so as not to be judged or if are there more agnostic students at the university.
Student Data 2022/23: Religion and belief
Having observed the impact society’s ignorance can have on People of faith, here is a list of considerations I will observe in future teaching.
- Raise my awareness of Religious Beliefs.
- Respect for All Faiths.
- Include diverse Perspectives (when possible in a fashion context).
- Be accommodating and flexible. Consider religious holidays and events Explore – Religious and Cultural Festivals Clash Diary (arts.ac.uk) as well as provide flexible praying time.
- Safe Space for Expression: Foster an environment where students feel safe to express their religious beliefs and practices without fear of judgment or ridicule.
- Encourage respectful discussions.
- Dress Code- ensure this is safe for the workshop as well as aligned with religious beliefs.
- Consideration of Dietary Needs, e.g. food and beverages served during celebrations and school related events.
References –
https://dashboards.arts.ac.uk/ (Accesses 20/05/24)
4 responses to “Faith – Blog Post 2”
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Fleur I appreciate how you have outlined the key terms and details in these texts, and pointed out how religion, gender, and race intersect in each of the contexts. Your considerations for future teaching are very clear and concrete and have helped me to reconsider what concrete, active considerations I might also implement in my own teaching. Although we discussed the
‘Religious and cultural observances clash diary’ in our last workshop I didn’t take a look at it until I was reminded of it in your post. It’s interesting that the clash calendar does not include Christian holidays (of course because these holidays are already accounted for in holidays, etc) but it also reinforced for me how the recognition of diverse religions and beliefs is exceptional rather than built in. On the other hand, being able to accommodate adjustments is important and positive and I am also glad that the resource is available for us to use. I have also noted that there are quiet spaces and Multi-faith Rooms available for all members of the UAL community to use: https://canvas.arts.ac.uk/News/238648/using-quiet-spaces-at-ualThank you for your feedback, Sabrina, and for reminding me of the additional resources the college offers, such as the quiet spaces and Multi-faith Rooms. It’s so easy to forget, especially when juggling multiple other things, to mention to students and staff that there are specific places within the university they can go if they wish. However, it’s so important to do so.
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Reposting my comment from 28 May again, now logged into my Blog account:
Fleur I appreciate how you have outlined the key terms and details in these texts, and pointed out how religion, gender, and race intersect in each of the contexts. Your considerations for future teaching are very clear and concrete and have helped me to reconsider what concrete, active considerations I might also implement in my own teaching. Although we discussed the
‘Religious and cultural observances clash diary’ in our last workshop I didn’t take a look at it until I was reminded of it in your post. It’s interesting that the clash calendar does not include Christian holidays (of course because these holidays are already accounted for in holidays, etc) but it also reinforced for me how the recognition of diverse religions and beliefs is exceptional rather than built in. On the other hand, being able to accommodate adjustments is important and positive and I am also glad that the resource is available for us to use. I have also noted that there are quiet spaces and Multi-faith Rooms available for all members of the UAL community to use: https://canvas.arts.ac.uk/News/238648/using-quiet-spaces-at-ualThank you for your feedback, Sabrina, and for reminding me of the additional resources the college offers, such as the quiet spaces and Multi-faith Rooms. It’s so easy to forget, especially when juggling multiple other things, to mention to students and staff that there are specific places within the university they can go if they wish. However, it’s so important to do so.
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Your blog post has offered my the chance to reflect on the groups of students who I work with, and how similarly few have disclosed their religion within a session, or privately. Of those that have done, some have chosen to make artwork directly related to their faith and others have brought it up in discussion reflecting on other students work. I am mindful when students do speak about the religious background and faith that the conversation can be lively rather than be met with silence. Lively in so far as keeping the conversation going.
I found reading your analysis of discrimination based on the visibility of faith, and in particular Muslim Women, very informative and also it alarmed me just how slow society is to support women wearing what they choose to wear in sport (and beyond the context of sport).Thank you for your feedback, Sabrina, and for reminding me of the additional resources the college offers, such as the quiet spaces and Multi-faith Rooms. It’s so easy to forget, especially when juggling multiple other things, to mention to students and staff that there are specific places within the university they can go if they wish. However, it’s so important to do so.
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Hello Fflur, I’m posting my comment here as I can’t see how to comment directly. I enjoyed reading your blog and it’s useful to see the diagram of the data included as well. I also found the calendar useful and a great resource for improving awareness of religious festivals. Similarly, I’d really like to foster an environment where students feel safe to express their religious beliefs and practices, I found Simran Jeet Singh’s talk helpful in this regard. I’d like to find ways for students to present their beliefs in their project work without feeling pressured to do so. Facilitating more exploration and research of religious texts, music, and art might be helpful in this regard, but I also find it difficult to get the balance right between entering these discussion in an open, organic and natural way and shoehorning it into projects in a way that feels forced and inauthentic.
Thank you for your feedback, Sabrina, and for reminding me of the additional resources the college offers, such as the quiet spaces and Multi-faith Rooms. It’s so easy to forget, especially when juggling multiple other things, to mention to students and staff that there are specific places within the university they can go if they wish. However, it’s so important to do so.
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Kayalvizhi Jayavel’s feedback:
Hi Fflur
Thanks for the post. I had three important highlights for your post 1. The way you have articulated the learnings and findings was easy to follow and gives a clear roadmap even for someone who have not read the original sources. 2. The way you have brought in the data driven approach to defend that many are unwilling to reveal their faiths is clearly a significant point to dig deeper exploration 3. The suggestions and how you would kind of action up on was sensible and well thought of. Thanks again for the opportunity for me to read and learn.
4 responses to “Faith – Blog Post 2”
Fleur I appreciate how you have outlined the key terms and details in these texts, and pointed out how religion, gender, and race intersect in each of the contexts. Your considerations for future teaching are very clear and concrete and have helped me to reconsider what concrete, active considerations I might also implement in my own teaching. Although we discussed the
‘Religious and cultural observances clash diary’ in our last workshop I didn’t take a look at it until I was reminded of it in your post. It’s interesting that the clash calendar does not include Christian holidays (of course because these holidays are already accounted for in holidays, etc) but it also reinforced for me how the recognition of diverse religions and beliefs is exceptional rather than built in. On the other hand, being able to accommodate adjustments is important and positive and I am also glad that the resource is available for us to use. I have also noted that there are quiet spaces and Multi-faith Rooms available for all members of the UAL community to use: https://canvas.arts.ac.uk/News/238648/using-quiet-spaces-at-ual
Reposting my comment from 28 May again, now logged into my Blog account:
Fleur I appreciate how you have outlined the key terms and details in these texts, and pointed out how religion, gender, and race intersect in each of the contexts. Your considerations for future teaching are very clear and concrete and have helped me to reconsider what concrete, active considerations I might also implement in my own teaching. Although we discussed the
‘Religious and cultural observances clash diary’ in our last workshop I didn’t take a look at it until I was reminded of it in your post. It’s interesting that the clash calendar does not include Christian holidays (of course because these holidays are already accounted for in holidays, etc) but it also reinforced for me how the recognition of diverse religions and beliefs is exceptional rather than built in. On the other hand, being able to accommodate adjustments is important and positive and I am also glad that the resource is available for us to use. I have also noted that there are quiet spaces and Multi-faith Rooms available for all members of the UAL community to use: https://canvas.arts.ac.uk/News/238648/using-quiet-spaces-at-ual
Your blog post has offered my the chance to reflect on the groups of students who I work with, and how similarly few have disclosed their religion within a session, or privately. Of those that have done, some have chosen to make artwork directly related to their faith and others have brought it up in discussion reflecting on other students work. I am mindful when students do speak about the religious background and faith that the conversation can be lively rather than be met with silence. Lively in so far as keeping the conversation going.
I found reading your analysis of discrimination based on the visibility of faith, and in particular Muslim Women, very informative and also it alarmed me just how slow society is to support women wearing what they choose to wear in sport (and beyond the context of sport).
Hello Fflur, I’m posting my comment here as I can’t see how to comment directly. I enjoyed reading your blog and it’s useful to see the diagram of the data included as well. I also found the calendar useful and a great resource for improving awareness of religious festivals. Similarly, I’d really like to foster an environment where students feel safe to express their religious beliefs and practices, I found Simran Jeet Singh’s talk helpful in this regard. I’d like to find ways for students to present their beliefs in their project work without feeling pressured to do so. Facilitating more exploration and research of religious texts, music, and art might be helpful in this regard, but I also find it difficult to get the balance right between entering these discussion in an open, organic and natural way and shoehorning it into projects in a way that feels forced and inauthentic.