Teaching Diversity-Discovering Diversity

Discovering World Religions

in New Zealand’s multicultural society

Why the book

Background

CD Resource support

To be more effective and inclusive teachers with increasingly religiously and culturally diverse student groups

To understand our society

New Zealand’s region (trade and politics) religiously diverse

In global geo-politics religion plays important role

100 years: British culture and Christianity dominant in Aotearoa New Zealand

Today’s secular society: An apparent absence of religion

And yet: Visible religious practices in the daily life of people of many cultures

Both can be puzzling to students

reflects New Zealand’s cultural diversity

- values the histories

and traditions of all its peoples

has meaning for students

- connects with their wider lives

engages the support of their families,

whanau and communities

Diversity in our different cultures, languages and heritages

Equity through fairness and social justice

Integrity, being honest, responsible, and acting ethically

Community and participation

In our schools

In our classrooms

In our communities

Understand how cultural interaction impacts on cultures and societies

Understand that people move between places and how this has consequences for the people and the places

Understand how the ideas and actions of people in the past have had a significant impact on people’s lives

Introduction: ◦ Curriculum, Social inquiry

Laying the groundwork◦ From a bi-cultural to a multicultural, multi-religious nation

Six religions of the world (Just one aspect of each, an aspect visible to students)

◦ Judaism, Christianity, IslamHinduism, Buddhism, Sikhism

Preparing to conduct a social inquiry◦ The challenges of diversity and some responses,

Inquiry and discovery

Judaism-Rites of Passage

Christianity-Christmas and Easter

Islam – Daily Practices

Hinduism-Diwali’s stories and gods

Buddhism-ethics and meditation

Sikhism- symbols

Text focuses on the principles of the NZC

Inquiry learning

Critical thinking

Exploring own values

PDF file of textbook pages

Background notes

Links to useful websites

PowerPoint presentation for each chapter

Conversation café

Activities with aims, further questions, suggested answers, plus extra activities

Photocopy templates

Europe: Teach about religions in an environment respectful of human rights, fundamental freedoms and civic values.

UK: parents more likely to approve children learning about religions if they understand the aim is to educate, and not to indoctrinate students into any particular tradition or beliefs.

US: Teachingfor awareness, not for acceptance to study, not to practise

to expose, not to impose NOT to promote or denigrate

Can we make a difference in our schools for developing deep understanding of the cultures and beliefs of each other?

We believe you can but also acknowledge that you will need to be quite courageous as this will seem to many as inappropriate in secular New Zealand.