Equality Challenge Unit

Table 2.6 The extent to which teaching on courses is conducted in a way that is sensitive to their religion or belief

Table 2.7 Number of students who either disagreed or strongly disagreed that course content is sensitive to their religion of belief

Table 2.8 Number of students who either disagreed or strongly disagreed that programme teaching is sensitive to their religion of belief

The discrepancies between perceptions of course content and teaching merit further investigation. It may be that issues such as the timetabling of lectures and examinations may influence students’ feelings about how programmes are taught, while not affecting their attitudes to course content. However, there is likely to be a range of more subtle issues about the approach towards teaching that further study could illuminate.

It may be that the perceived lack of sensitivity emerges as part of the presentation and discussion of course content, rather than in relation to the course content itself (although this distinction can at times be extremely subtle).

Students studying programmes where discussion takes place regarding ethics can find themselves articulating positions that are informed by the values system of their religion or belief. Some academic staff take the position that advocacy of such positions – within academic argument – is acceptable, but others do not view this as legitimate. A Christian student on a religious studies course explained a response that was taken by fellow students when personal belief systems entered into the academic discussion of religion:

‘Because we are studying it academically, if someone gets out of hand people just shoot you down. They’ll say; out of order, it’s an academic class. Just chill out!’

Sometimes students experience internal conflict between the different issues that are highlighted during their studies. Issues of ethics, for example, might challenge certain religious doctrines. One student explained that sometimes during discussion they find themselves defending a position that is in line with their own religious standpoint, which has caused peers to criticise them for introducing religion into the argument. In this instance, they have needed to defend their views and ability to be objective.

Religion or belief can have an important impact on the way students approach learning. One medical student explained that those on the course have a lot of opportunity to interact with the public, and that faith can play an important role, particularly around sensitive issues such as death and dying:

‘If you come from a particular faith, you will approach issues from the perspective of your faith so, for example, you may believe in the afterlife whereas your patient might not, or vice versa.’

For some life sciences students, the issue of the dissection of animals can be a concern on the grounds of religion or belief. Where animals are used for experiments, some tutors provide a period of reflection about the procedure and ask students how the activity has enhanced their understanding of the subject. This is seen as a very helpful activity. One Hindu student noted:

‘The great thing about this university is at the end of the experiment, when you have got a dead animal in front of you, we have a ten or fifteen minute discussion. We think about whether it has been useful. Was there any point in having this animal put down in order to learn? How can we change it for next year? They are constantly asking us about this so that we don’t take things for granted. At the end of the term, they ask the same question of the whole student group. I like the fact that it’s out in the open. Sometimes I agree, sometimes I don’t. Often it’s; come and have a go if you want to. I really appreciate their consideration.’

The teaching of some subjects can heighten the sensitivity of some academics to views expressed from a religion or belief perspective. One law academic explained:

‘I am conscious of the way I interact with students who may or may not be religious. I teach modules which include discussion about ethical issues. I teach a class on canon law. I am more aware of the need to keep it academic as opposed to when I am teaching criminal law.’

Some university staff expressed concerns about how to deal with academic issues when students engage with these from a stance that is clearly informed by their religion or belief. One inclusive curriculum officer explained that some academics are concerned about how to deal with students who use religious doctrines to illustrate academic arguments.

‘It’s OK to mark down a student who only quotes religious authorities without being critical of the religious standpoint.’

‘We wanted to make sure that people didn’t absent themselves from particular classes or modules based on what the content was going to be.’

Many HEIs provide opportunities for staff to undergo diversity training, and some offer information to academics and other staff to help them manage issues of religion or belief. One participating university produced guidelines to address the use of potentially controversial resources. These require staff to be able to articulate why they are using a particular resource, and to be explicit about this when developing learning outcomes. There is a clear rationale for this approach.

What role should HEIs take to support teaching that is both aware of religion or belief positions and sensitive to how they may intersect with the curriculum?