Religion, Belief and Faith identities

(UAL website)

‘what does diversity of religion and belief mean for the way we teach and support students at UAL?’

I reflected on this question while exploring the resources available via: https://religiousliteracy.myblog.arts.ac.uk

I particularly liked: One of My Kind (OOMK), a linked zine comprising the work of women exploring faith, activism and identity.

How could I apply these resources to my own teaching practice?

As I teach and support textiles students from a wide range of backgrounds, with a high proportion of female students from Muslim backgrounds, I’m pleased to have found these resources. I’m increasingly aware of the need to decolonise the curriculum (in terms of references) but, additionally I feel it’s important I’m able to signpost platforms where students can see the work of creatives which are representative of themselves, in order to stimulate and inspire their practice but also to suggest contexts for their work.

Compassionate, ‘engaged’ pedagogy stresses the need for students to feel safe, valued and able to bring their ‘whole selves’ to the learning environment.

Reflecting on the teachings of Thich Nhat Hanh, bell hooks describes his emphasis on ‘wholeness, a union of mind, body, and spirit‘ as key to informing her thinking about progressive, holistic education. _{(HOOKS, 2017)}

I’m reminded of interaction I had with a student recently. The student was flipping through her artworks; abstract interpretations of historical Persian art and design. The student had strong references and development work but was in need of another design element (translatable into textiles) to link her samples and concept together. As she was leafing through her artworks my colleague and I were drawn to her hands which were covered in beautiful henna artwork for Eid (as well as immaculate acrylic nails). The simultaneous contrasts and links between her gentle and gestural watercolours and the precise detailed pattern on her hands had so much visual impact as well as suggesting such a rich narrative around faith and identity. We suggested incorporating this type of ornate decoration in to her samples.

I’d like to think our intervention, encouraging the student to bring elements of her Iranian identity and expressions of faith into her practice, was empowering and affirming for the student.

I could strengthen my teaching practice around faith and belief by expanding my awareness of practitioners exploring diverse faith identities so I can broaden my sphere of references for students.

Case Studies

I found the case studies on the Religion, Belief and Faith Identities in Learning and Teaching at UAL page useful and thought provoking.

When approaching such a daunting and expansive topic it’s reassuring to practical examples for how thinking around religion and belief can be rooted in teaching practice.

Traveling Cultures

This case study explores a personal essay project in which new students on, BA Media and Cultural Studies, LCC, are encouraged and support to explore their own religious and cultural identities. I love this idea as it seems like an effective and practical way to encourage respectful criticality, cultural and religious sensitivity and an understanding of positionally at an early stage. These skills are so key to creating informed engaged work, so surely this really helps the students as they progress on the course.

Since beginning the PG Cert I’m becoming far more aware of the value of staff and students co-creating the curriculum and discourse as well as the need for students to feel able to bring their whole selves to the classroom to create a truly inclusive learning environment.

The essay provides a framework for students to reflect critically on their experiences of faith and belief and how these can shape and enrich their practice.

Pen Portraits ‘an icebreaker activity that encouraged students to discuss their personal interests and cultural background’ sounds like such a beneficial exercise to me.

Interspersing questions about faith, belief and cultural background with much more light hearted questions is a great way encourage open dialog, while keeping the tone light and allowing students to revel as much or as little as they’re comfortable with.

Tutors sharing their own answers as well serves to humanise the tutor, working to dismantle the ‘hierarchy’ Freire saw as central to the banking (non engaged) system of education.

Angela Drisdale Gordon also discusses how the exercise provides a snapshot into beliefs and identities which is helpful in terms of making the course relevant and inclusive. Angels mentions that students answers often relate to cultural practices she’s not aware of which she then researches. I’m inspired by this as I think it demonstrates a flexible approach which puts students at the centre of the teaching.

_{HOOKS, B., 2017. TEACHING TO TRANSGRESS. New York: Routledge, pp.14-15.}

_{Oomk.net. 2017. OOMK. [online] Available at: <http://oomk.net/index.html> [Accessed 21 May 2021].}

_{Religiousliteracy.myblog.arts.ac.uk. 2021. Religion, belief and faith identities in learning and teaching | Exploring religion, belief and faith identity at University of the Arts London.. [online] Available at: <https://religiousliteracy.myblog.arts.ac.uk> [Accessed 21 May 2021].}