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Teaching Diversity-Discovering Diversity

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Teaching Diversity-Discovering Diversity

  1. 1. Discovering World Religions in New Zealand’s multicultural society
  2. 2. <ul><li>Why the book </li></ul><ul><li>Background </li></ul><ul><li>CD Resource support </li></ul>
  3. 3. <ul><li>To be more effective and inclusive teachers with increasingly religiously and culturally diverse student groups </li></ul><ul><li>To understand our society </li></ul><ul><li>New Zealand’s region (trade and politics) religiously diverse </li></ul><ul><li>In global geo-politics religion plays important role </li></ul>
  4. 4. <ul><li>100 years: British culture and Christianity dominant in Aotearoa New Zealand </li></ul><ul><li>Today’s secular society: An apparent absence of religion </li></ul><ul><li>And yet: Visible religious practices in the daily life of people of many cultures </li></ul><ul><li>Both can be puzzling to students </li></ul>
  5. 5. <ul><li>reflects New Zealand’s cultural diversity </li></ul><ul><li>- values the histories </li></ul><ul><li>and traditions of all its peoples </li></ul><ul><li>has meaning for students </li></ul><ul><li>- connects with their wider lives </li></ul><ul><li>engages the support of their families, </li></ul><ul><li>whanau and communities </li></ul>
  6. 6. <ul><li>Diversity in our different cultures, languages and heritages </li></ul><ul><li>Equity through fairness and social justice </li></ul><ul><li>Integrity , being honest, responsible, and acting ethically </li></ul><ul><li>Community and participation </li></ul>
  7. 7. <ul><li>In our schools </li></ul><ul><li>In our classrooms </li></ul><ul><li>In our communities </li></ul>
  8. 9. <ul><li>Understand how cultural interaction impacts on cultures and societies </li></ul><ul><li>Understand that people move between places and how this has consequences for the people and the places </li></ul><ul><li>Understand how the ideas and actions of people in the past have had a significant impact on people’s lives </li></ul>
  9. 10. <ul><li>Introduction: </li></ul><ul><ul><li>Curriculum, Social inquiry </li></ul></ul><ul><li>Laying the groundwork </li></ul><ul><ul><li>From a bi-cultural to a multicultural, multi-religious nation </li></ul></ul><ul><li>Six religions of the world ( Just one aspect of each, an aspect visible to students) </li></ul><ul><ul><li>Judaism, Christianity, Islam </li></ul></ul><ul><ul><ul><li>Hinduism, Buddhism, Sikhism </li></ul></ul></ul><ul><li>Preparing to conduct a social inquiry </li></ul><ul><ul><li>The challenges of diversity and some responses, </li></ul></ul><ul><ul><li>Inquiry and discovery </li></ul></ul>
  10. 11. Judaism-Rites of Passage Christianity-Christmas and Easter Islam – Daily Practices Hinduism-Diwali’s stories and gods Buddhism-ethics and meditation Sikhism- symbols
  11. 12. <ul><li>Text focuses on the principles of the NZC </li></ul><ul><li>Inquiry learning </li></ul><ul><li>Critical thinking </li></ul><ul><li>Exploring own values </li></ul>
  12. 13. <ul><li>PDF file of textbook pages </li></ul><ul><li>Background notes </li></ul><ul><li>Links to useful websites </li></ul><ul><li>PowerPoint presentation for each chapter </li></ul><ul><li>Conversation café </li></ul><ul><li>Activities with aims, further questions, suggested answers, plus extra activities </li></ul><ul><li>Photocopy templates </li></ul>
  13. 14. <ul><li>Europe: Teach about religions in an environment respectful of human rights, fundamental freedoms and civic values. </li></ul><ul><li>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. </li></ul><ul><li>US: Teaching for awareness, not for acceptance to study, not to practise to expose, not to impose NOT to promote or denigrate </li></ul>
  14. 15. <ul><li>Can we make a difference in our schools for developing deep understanding of the cultures and beliefs of each other? </li></ul><ul><li>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. </li></ul>

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