This case study really shocked me. It surprised me to see that even those that are meant to be inclusive and non-discriminatory, such as teachers, indeed aren’t. It ties in with the general a priori dismissal of religion that I often experience.

I don’t consider myself religious, although I was brought up Catholic. I consider myself spiritual and I practice mindfulness. Nonetheless I find it infuriating when people are so dismissive of religion. Why? Is it because religion encourages belief in something that cannot be scientifically proven? Is therefore religion is false? But can we not respect those that believe? Can we not listen to what positive there is to take from religion and incorporate even in a secular approach to life?

In the case study I found it particularly offensive that the tutor would not listen to the student, that the student had no opportunity to explain her religious identity and that the tutor allowed for religious illiteracy and for other students to express their discriminatory assumptions without stopping them.

This event re-iterates the importance of providing students with a ‘safe space’ (on-line and in person), a space that is welcoming and not oppressive where they can be themselves and free to express their identity and live by it. This space should be the university as a whole, not some special segregated ‘room’ they go to, to find protection.

This space should be safe not only from religious discrimination, but also from any other discrimination. Students should feel they can be free of any kind of judgement. A safe space is “a place in which as a minority you are not to be “challenged on account of biological sex, race/ethnicity, sexual orientation, gender identity or expression, cultural background…”(SoN, 2017).

The case study booklet makes some very useful suggestions about how this space can be achieved. Students should discuss positive and negative scenarios and explore what they think makes them so, whilst ultimately arrive at a set of agreed rules that they should all follow to foster said safe space.

Some suggestions from the booklet include:

• Always get explicit verbal consent before crossing boundaries
• Be aware of the space you take up
• Recognise that we try not to judge, put each other down or compete
• Foster a spirit of mutual respect
• Listen to the wisdom everyone brings to the group
• Give each person the time and space to speak
• Respect the person; challenge their behaviour

Although the suggested ‘rules’ above are of course sacrosanct, the idea of students coming up with their own set seems more effective as this would give them a sense of ownership of them and as such hopefully a sense of responsibility towards them. Creating a dialogue where these rules can emerge from seems to be the best starting point.

References

Shades of Noir, 2017 The Little book of big case studies: Faith At https://www.shadesofnoir.org.uk/education/people-of-colour-copy/ Accessed on 25^th May 2022

Shades of Noir, 2017 Safe Spaces: what are they and why they matter At http://shadesofnoir.org.uk/safe-spaces-what-are-they-and-why-they-matter/ Accessed on 25^th May 2022