My positionality as a Christian impacts my life in how I relate to other people. Both outside the workplace and my colleagues I enjoy discussing with others, however when it comes to my teaching practice and interactions with students I am much more cautious about this. I refrain from sharing many of my opinions with students where in a non-teaching environment I would do so readily.
On watching the video titled What does it mean to be a young person of faith today? (Coventry City of Culture & RSC, 2021) I am now considering involving my faith and allowing others to express theirs much more within my teaching space. One comment that really struck me was from an agnostic student expressing how much they appreciated the communal prayer time as it helped them to feel connected with others in the classroom (Coventry City of Culture & RSC, 2021). Having also spoken to colleagues and friends one of the main things that they appreciate and notice about different faith groups is the sense of community that it offers. This is particularly what I would like to bring to the classroom.
Thomas (2012) states that community is good for learning as it develops a sense of connectedness between individuals where they feel respected and valued. I plan to foster this within my teaching practice by learning from religion. Taking the modern concept of liturgy (as communal spoken words, originally derived from the original Greco-Roman context of “public service/duty” as work done for and by the people communal spoken words – Dr James Merrick, (2019)) into my workshops by creating key phrases that we as a group will repeat together at different points through the workshop. I will also consider those with disabilities such as deafness and although many of these students will already have interpreters I will trial learning for myself the sign language for these phrases to make the classroom more inclusive even within this practice.
This use of repeated group phrases is a subtle incorporation of practices within my own faith rather than an explicit invitation for students and staff to feel more comfortable sharing their own beliefs. I would like to work on exploring how faith could be shared more overtly within my space however am sensitive of there being many different backgrounds within my classrooms and so need to do much more research into how I can incorporate this well
Bibliography:
Building student engagement and belonging in Higher Education at a time of change, Liz Thomas (2012).
Coventry City of Culture & RSC (2021) What does it mean to be a young person of faith today? [Online] Youtube, 9th July. Available at: https://www.youtube.com/watch?v=lDYy0U7WtkM (2:19 min)
Merrick, J. (2019) Ascension. Available at: https://media.ascensionpress.com/2019/10/24/what-liturgy-really-means/
Kira, your blog raises some really interesting questions, and can very much appreciate what is being discussed regarding your own religion, as I know we have discussed the topics of community a lot and think its a really nice take away that I certainly would never have considered within the classroom. I think it raises some interesting questions on what makes a great team or important teaching community for our students – I certainly do think there is something here. I always appreciated when my teachers spoke to me on a personal level as it made me feel more valued and frankly as an equal individual rather than as part of their job – however, I can equally see your hesitation on sharing your own views as the greatest of intentions can at times still be perceived negatively under the wrong circumstances – but believe after working with you for some time now that this would be done in a well informed manner.
I really liked your additional aspect regarding BSL and in the interim made me think that although I know I am unable to commit to learning whole languages, going out my way to learn common phrases – especially when that method of communication is an only method – could be a really crucial way of indicating that if anything, that you care – something that has stuck with me since the first session where Lindsay managed to recall every students name!? Really nice blog and look forward to reading the others when released.
I agree wholeheartedly on your reflection of Lindsay’s ability to remember every individual’s name. This truly struck me and your comparison between this and my idea of using a few key phrases of BSL means a lot. It is a small step but one I am now determined to put into action, especially on hearing your reflections on this.
Creating communities within the classroom is a great idea and finding ways to create a common sense of bonding on a more personal level is great for lowering boundaries such as cultural, language or other social curtains.
A persons religious belief shouldn’t be hidden as it’s one of the many facets that go’s to building the character that we are, my reservations are that we have to be careful that some peoples interpretations of religious teachings can be controversial and the topics that we cover art & design education may run counter to some firmly held beliefs.
Religious beliefs are a mixed web of core tenets and cultural memes that become interwoven and so two people of the same faith but different geographical origin can have greatly differing opinions.
That is not to say we shouldn’t encourage discussion of beliefs and cultural practices but maybe not that the sense community in the teaching environment is faith based.
I suppose your thoughts remind me of the Church of Scotland minister who taught us RE at Primary school, he was from the Western Isles off the Scottish coast, traditionally a strongly Protestant area.
He never wore a dog collar and every kid liked him, his purpose was for religious education but not once do I remember him talking about Jesus instead he wove moral stories that encouraged community and togetherness. I like what you’re suggesting, the idea of a social thread that everybody can be part of.
I love your comparison to the minister you had for RE in primary school, what you are describing is very much how I would like my faith to be perceived and am glad it has come across this way. I hope that playing this practice out will create a similar space to the one you were a part of as a child. Thank you for this.
I think the idea of incorporating parts of your own faith into your practice is both brave and vulnerable. The way you intend to incorporate liturgy sounds like it’ll be an impactful but inclusive exercise. Perhaps when creating the phrases as a group you could encourage the students to incorporate their own faiths or even mantras they have drawn comfort or power from in the past. Maybe by doing this you will be able to subsidise the level of research needed to ensure each faith is being catered to and allow your students a bit more flexibility and freedom as they can decide if they too want to bring their faith into the classroom or partake in yours. I also love the idea of you pushing yourself to learn some of the phrases in sign language too, despite the students having an interpreter. I hope fostering community in this way goes well, would be great to get an update on it 🙂
This is a really interesting point, thank you Jazmin. I like the idea of incorporating student’s faiths into the space, I was intending to use the idea of a mantra with the content being work focused rather than faith related but this may create a much more obvious way of bringing faith into my classroom in an inclusive manner which as you say caters to all the individuals in the room which I believe could be greatly appreciated.