Reiss, MJ; (2016) Religious diversity and inclusive practice. In: Richards, G and Armstrong, F, (eds.) Key Issues for Teaching Assistants: Teaching in Diverse and Inclusive Classrooms. (pp. 52-62). Routledge: Abingdon, United Kingdom.

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Abstract

Writings on diversity and inclusion have been slow to consider religion along with such facts as gender, ethnicity, class and disability. Yet there are many students and families for whom personal religious belief and practice are important. The right to hold a particular belief, religious or secular, should be accepted as part of a wider spectrum of rights to equal participation in education. Teaching assistants and others (e.g. parents, mentors) who work in school classrooms alongside teachers can play an invaluable role in facilitating inclusion. Both by what they say and by their actions they can play a major role in helping students to be tolerant and respectful of difference, including religious difference. Teaching assistants and others can also be an important link between the school and the wider community. By drawing in, and going out to, the local community and working with local organisations (including faith groups) schools can develop their inclusive cultures in terms of sharing, accepting, celebrating and understanding. Developing these kinds of relationships with parents of school students and with the wider community can take time and effort but prove to be mutually rewarding.

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