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Teaching Diversity-Discovering Diversity
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Teaching Diversity-Discovering Diversity

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Transcript

  • 1. Discovering World Religions in New Zealand’s multicultural society
  • 2.
    • Why the book
    • Background
    • CD Resource support
  • 3.
    • 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
  • 4.
    • 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
  • 5.
    • 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
  • 6.
    • Diversity in our different cultures, languages and heritages
    • Equity through fairness and social justice
    • Integrity , being honest, responsible, and acting ethically
    • Community and participation
  • 7.
    • In our schools
    • In our classrooms
    • In our communities
  • 8.  
  • 9.
    • 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
  • 10.
    • 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, Islam
        • Hinduism, Buddhism, Sikhism
    • Preparing to conduct a social inquiry
      • The challenges of diversity and some responses,
      • Inquiry and discovery
  • 11. Judaism-Rites of Passage Christianity-Christmas and Easter Islam – Daily Practices Hinduism-Diwali’s stories and gods Buddhism-ethics and meditation Sikhism- symbols
  • 12.
    • Text focuses on the principles of the NZC
    • Inquiry learning
    • Critical thinking
    • Exploring own values
  • 13.
    • 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
  • 14.
    • 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: Teaching for awareness, not for acceptance to study, not to practise to expose, not to impose NOT to promote or denigrate
  • 15.
    • 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.