Strengthening inter-cultural literacy and minority voices through narratives of healthy religious pluralism in higher education

ABSTRACT

Religious faith and spiritual practices, although increasingly important to some students, are often avoided in the Western University classroom and student experience. There are some understandable and valid reasons for this. However, when two academics (Education/Social Work and Theology) were asked to evaluate a co-curricular, interreligious dialogue program in an Australian University, called Finding Common Ground (FCG), the data was so compelling that consideration for pedagogies in the university ‘classroom’ took on additional significance. More so in the contemporary context, where religious pluralism and respectful religious expression is to be encouraged, over and against polarisation, in today’s global and multi-religious world. This article reports on the evaluation of the FCG program’s social inclusion and inter-cultural literacy objectives. As a co-curricular program, FCG offers a safe space for students to discuss their religious faith, or alternative value base, and to learn from those of others. Research findings on two iterations of the program indicated that creating safe spaces, respectful dialogue and eliciting personal narratives supported the development of inter-cultural literacy in participants and encouraged participation of minority student voices. We examine this informal learning process, exploring possibilities that might affirm more inclusive practices in higher education and cross-culturally informed graduate outcomes.

KEYWORDS:

• Inter-cultural literacy
• social inclusion
• diversity
• interfaith dialogue
• positive pluralism
• cultural safety

Acknowledgements

The authors appreciate Glenda Ballantyne, Marie Brennan and James Haire for peer review feedback on the human research ethics application, and especially the 28 Finding Common Ground student participants in this study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Angela Daddow

Angela Daddow is a Social Work lecturer at Deakin University, and a Senior Fellow of the Higher Education Academy. Her post-graduate qualifications in Social Work and Education often merge in her research interests. These are inclusive curriculum design, transformative pedagogies, and learning and teaching in higher education.

Darren Cronshaw

Darren Cronshaw is Head of Research of Missional Leadership with Australian College of Ministries (Sydney College of Divinity). He is an Honorary Chaplain at Swinburne University, and is particularly interested in the well-being and pastoral care of international students.

Newton Daddow

Newton Daddow is Senior Chaplain overseeing the Multi Faith Facility at Swinburne University. A strong advocate for Interfaith understanding, he is on the Executive Committee of the Council for Christians and Jews, Victoria.

Ruth Sandy

Ruth Sandy is a Chaplain and facilitator of the Finding Common Ground program at Swinburne University, and Associate Coordinator of Building Bridges Through Interfaith Dialogue in Schools Program. She has a secondary teaching background, majoring in world music, choirs and food.