Schools, Religion, and Affect: Unpacking Australian Educator Discomfort

Autor/inn/en	Memon, Nadeem; Schulz, Samantha; Kelly, Stephen; Chown, Dylan
Titel	Schools, Religion, and Affect: Unpacking Australian Educator Discomfort
Quelle	In: Asia-Pacific Journal of Teacher Education, 51 (2023) 3, S.266-282 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Memon, Nadeem) ORCID (Schulz, Samantha) ORCID (Kelly, Stephen) ORCID (Chown, Dylan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2023.2199449
Schlagwörter	Public Schools; Religion; Religious Discrimination; Affective Behavior; Foreign Countries; Emotional Response; Fear; Teacher Education; Racism; Student Diversity; Australia + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Affective disturbance; Active behaviour; Affektive Störung; Ausland; Emotionales Verhalten; Furcht; Lehrerausbildung; Lehrerbildung; Rassismus; Australien
Abstract	Religious bigotry, including incidents of discrimination and violence based on religion, continues to rise across Australia. Religion is consequently considered a destabilising factor in Australia's commitment to diversity. But does Australia's religious diversity pose a threat to social cohesion or an opportunity? In Australia's public schools, despite significant curricular and pedagogical advances in the areas of equity and inclusion, it remains unclear how and to what extent educators support the diverse religious identities of learners. Informed by an affective-discursive analytic, this study unpacks a series of emotional encounters at one primary public school in Sydney that serves a community where most families self-identify with a religion. Educators were invited to discuss how their school responds to religious diversity. This article explores the discomforting affects that entangle liberal humanist commitments to freedoms and secular schooling that emerged in focus groups. The article argues that emotional responses to learners' religious diversity, particularly of fear or apprehension, speak to a broader national teacher education context in which how religious and secular beliefs and knowledges should come into conversation remains unsettled. If Australian teacher education is to prepare educators for social cohesion, how can learners' religious identities be genuinely included in curriculum and pedagogy? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01