Connections Quarterly Winter 2018 - World Religions | Page 33

Teacher Tips: World Religions
by Lauren Brownlee
R
eligious affiliation or lack thereof is a
significant identifier for many mem-
bers of our school communities. For
some schools, a specific religion or religious
tradition is essential to the identity of the
school itself, and even those schools will
find diversity in how students align with
that religious identity. Below are tips for how
educators can create safe spaces and growth
spaces for all students when in connection
to world religions.
religion. It is important not to push students
to be the spokespeople for their religion. See
“Teaching about Religions as Diversity Educa-
tion” for tips on how teachers can guide their
students in understanding world religions in
an empathy-building manner.
Look for Opportunities for Allyship
It is important to ensure that no one in our
educational communities feels marginal-
ized because of their religious beliefs or lack
thereof. In Serving Christians in Independent
Schools, John Murray tells a story about an ef-
fective teacher ally for a conservative Christian
student and in Being a Force for Change, Amira
Al-Sarraf describes how a rabbi served as an
ally for an entire school. Remember that the
best practice of allyship means making space
for the voices that are going unheard rather
than speaking for others.
Expose Students to World Religions
Learning about world religions can break
down the walls that create “others.” Amira
Al-Sarraf’s article provides a number of sug-
gestions for opportunities for supporting
students in understanding world religions, in-
cluding collaborating with religious schools,
visiting houses of worship, bringing in speak-
ers, and allowing students the opportunity
to share about their religious traditions. Ad-
ditionally, on pages 25-26 there are suggest-
ed educational opportunities that teachers
could engage in themselves and/or share
with their students.
Practice Cultural Humility
Cultural humility recognizes that we have to
take our cues from individuals about the lived
experience of their identity. We need to get to
know our students individually to learn about
their religious identity and what it means to
them. Two students with the same religious
identity could have very different experiences
of that religion, so it is important that teachers
not make assumptions based on their prior
knowledge of that religion.
Remember that Religion Is Both Personal
and Academic
While allowing students opportunities to
share their religious experiences can be
meaningful, educators do not want to solely
rely on students to educate their peers about
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CSEE Connections

Winter 2018
Page 31