January 2017 – Rachel Fraser UWS ITE ePDP

Inclusion and Equality

I thoroughly enjoyed today’s input which was based on inclusion and equality. Before today I considered myself to have a good understanding of the words inclusion and equality, however the lecture exemplified that there is a more significant in-depth definition behind inclusion and equality, and the impacts of these words on not just individuals, but society as a whole too.

Today I learnt that the term ‘inclusion’ is the state of being included within society. Inclusion involves many policies and practises that pillars diversity, opportunity to share opinions and make our own choices, connections with culture and legitimisation. I was able to gain a deeper understanding of these key words in particularly diversity which in society comprises and involves communities, being enriched with different cultures, nationalities and religion. It important to bear in mind that we are not the same, we all develop through varying experiences, we are all unique and we all contribute something different to our community and world. Also within the term inclusion it is fundamental that individual abilities are always considered and ensuring that there are flexibilities to support everyone’s individual needs in a varying of contexts. Hence, inclusion is paramount for me as a student teacher/ perspective teacher to ensure that the classroom environment is adapted to suit and involve every pupil regardless of their individual needs and abilities.

The second key term introduced today was ’equality’ which is the affirm of being equal in status, rights, fairness and opportunities. Equality is again based around involvement and adapting, but rooted upon inclusion being consistent throughout society. I learnt that equality can be treated as fairness governing so that groups and individuals are not treated unjustly and that their views are not shunned away from society and fully included in general society.

During the independent study, I decided to research Penny McIntosh privilege concept. McIntosh wrote an academic paper based upon equality among the “White Privilege and Male Privilege”, her finding where no matter gender, religion, orientations or race everyone is entitled to same and rightness opportunities, moreover everyone within society should be able to participate in the same activities without being discriminate because of the same factors above.

As a student teacher/ perspective teacher it is vitally important to demonstrate to pupils that we are all equal but unique, we all contribute something different to the world whether it is skills, abilities or culture, emphasising to pupils that we must respect and include each other regardless of gender, religion and race.

Today really did enlightened me to ‘equality and inclusion’ and I look forward to learn more about this insightful topic in next week inputs.

References

Mcintosh, Penny (1988). White Privilege and Male Privilege. Available at: http://www.collegeart.org/pdf/diversity/white-privilege-and-male-privilege.pdf (Accessed: 30 January 2017).

Religion, Culture and Unchurched

My learning of the Society and Lifestyle module continues, today’s input was based on “Religion, Culture and Unchurched Spiritually. Some topics addressed today have left my rather perplexed and I will definitely have to devote further independent study to these aspects.

The lecture focused on religion, culture and the term unchurched spiritually, today I consolidated my understanding of some facets of last week’s initial lecture. Today I learnt we acquire religion and that religion and culture inversely influence each other, conveying that religion gives us an identity and possible model a way of life, highlighting that religion can be a guidance to what we eat, wear and music we listen to, et cetera. I also learnt, in-depth, the social issues (either good or can influence problems) that can underpin religion, for instance ‘material claims’, which implies religions can encourage followers to be generous and helpful. Likewise, ‘altruism’ which is in contrast. I gained a better acknowledgment of scholars, their stance on religion/culture and their social alignment. In particularly the ideologies of Karl Marx, Max Weber and Bruce Lincoln. Further to this I understood what is meant to be ‘Unchurched Spiritually’ conveying that religion takes place outside a place of worship and the religion is not based on creed or a formed structure, this facet of religion is increasingly evolving, as ‘organised’ religion and churches decrease.

I found the concepts addressed in the lecture to be interesting and not too difficult to understand, this is in contrast to the tutorial, researching Karl Marx and the modern criticism of religion to be I discovered this to be somewhat complex to comprehend, it was rather challenging to find journals, books or academic. The main point I attained from this is presently there is not the same force or emphasis to follow a religion as there was in past centuries.

In order to advanced my understanding of the subjects of today’s inputs I will continue to look into further reading of academic journals, articles and books in addition to notes and past paper questions in order to prepare for the exam questions, but also to secure my understanding.

As a student teacher and perspective teacher it is important that I support pupils, their religion, culture and the way of life they follow, also keeping in mind that every religion is unique and have varying lifestyles.

Therefore, it is important that I continue to revise all aspects discussed today and in past lectures in order to make better sense of the topic of religion and culture, and the subsequently impact of religion and identity, ensuring I am relating my responses to scholars and their ideologies and theories.

Religion, Society and Diversity

In today’s lecture and tutorials, I learnt a significant amount of knowledge in regards to religion and society. Firstly, the lecture was an overview of what religion means, features of religion, types of religion, core religions can vary in believes and introducing theorists and religion functions. During the lecture, I began to question my own views, as I practise my faith and have been brought up to believe in the faith teachings, but today allowed myself to consider a different dynamic to religions and cultures. Therefore, I found this input to be insightful, as the terms and definitions where genetic and universally used by all religions. Participating in the group tutorial enabled us to share our opinions and our individual perceptions of religion and society, concluding religion can have positive and negative aspects that can affect not just local communities but wider communities too. As part of the independent task I selected to research French social psychologist Emile Durkheim. His theories highlight religion is factual, brings society together, preserves society and engenders citizens to have a sense of value. Reading into Durkheim views it became apparent I feel and witness this through my faith.

In general religion and society are complex issues that can create confusion and questioning. But from today’s inputs I was able to understand majority of concepts raised specifically features of religion. However, I found the aspects based on theorists to be rather challenging and will have to consolidate my understanding through further reading. Also, being introduced to ‘insider and outsider view’ of religion will require more reading too in order to develop my knowledge and what is meant to have an ‘outsider view’ as a student teacher/teacher.

Overall today I learnt an abundance of new knowledge which has motivated myself to do further reading and research religion and society as I find this topic to be engrossing, learning the cultures behind the religions can influence the ways in which we lead our lives. It is important now that I look beyond my faith and have a wide scope of understanding of other religions.

As a student teacher, it is important that I develop my understanding of the many religions in not just Scotland but worldwide, and the impact that religions can have on societies. I believe that moral, ethnic and religious education is vital and should always be taught in the classroom as this provide pupils the opportunity to explore their own religion in-depth but other religions too. Being a practising Roman Catholic, later this year I am hopeful I will be able to start the Catholic Teacher Certificate and this will provide me with the opportunity to teach in Catholic Schools. However Catholic schools are become more diverse and enriched with other religions, it is therefore pivotal that I advance my learning of our religions and cultures to support the pupils whom I teach. By completing this module, I should develop my understanding of religion which could support my knowledge when I am ready to commence the Catholic Teacher Certificate.

Most aspect addressed in today’s input will require further revision and reading in order to consolidate and secure my understanding in these aspects of religion and society.