Faith and identity
One of the strongest themes across Jawad (2022) and Rekis (2023) is that faith cannot be separated from a person’s other identities. Jawad (2022) highlights how visible Muslim women in sport often experience barriers that are not solely about religion, but about the intersection of religion, gender and race. While participation in sport is encouraged within Islam, Muslim women who wear the hijab are frequently subject to stereotypes, scrutiny and assumptions about their abilities or freedom of choice. Their experiences demonstrate how multiple aspects of identity combine to create unique challenges.
This idea is further developed by Rekis (2023), who argues that religious identity should be understood intersectionally. Rekis suggests that people can experience “epistemic injustice”, where their perspectives, knowledge and experiences are dismissed because of assumptions attached to their religious identity. In educational and professional settings, this can mean that students of faith are not always heard, understood or valued in the same way as others.
Both texts resonated strongly with my teaching practice and professional experience, and have helped me draw parallels with the creative industries. In these industries, the intersection of religion, gender and race can become an invisible yet significant barrier to entry. This is particularly striking because these same industries often celebrate diversity publicly, while individuals who visibly express their faith can still encounter exclusion, bias or limited opportunities.
In my own teaching context at UAL, faith considerations include timetabling around major religious observances, creating spaces where students feel comfortable discussing their beliefs, being mindful of dress and cultural practices, and recognising that faith can influence students’ experiences of belonging and progression. However, inclusive practice must extend beyond accommodation. As an educational institution helping to shape the future creative workforce, we also have a responsibility to challenge simplistic narratives about faith communities and recognise the diversity of experiences that exist within them.
This is particularly important because we are preparing students to enter an industry that often presents itself as progressive and inclusive, yet does not always embrace inclusive practices in recruitment and career progression. I have taught some brilliant designers, thinkers and doers who have gone on to win industry awards but have struggled to secure employment. Women, especially Muslim women, have found it particularly difficult and are often passed over for opportunities because they are perceived as not being the right fit for a company’s “culture”.
Although the branding, design and advertising sectors have made significant strides in representing women and diverse communities in their creative output, this progress is not always reflected within their own workforce. Too often, the stories of underrepresented groups are being told without those same groups being adequately represented in the rooms where decisions are made.
Reflecting on these resources has reminded me that inclusion is not simply about representation. It is about recognising how different aspects of identity interact and ensuring that students are not disadvantaged because of the way their faith intersects with other parts of who they are. As teaching practitioners, we can create inclusive learning environments, but we must also prepare students to navigate industries that still have significant work to do in making inclusion a reality rather than an aspiration.
References:
Jawad, H. (2022) Islam, Women and Sport: The Case of Visible Muslim Women. London School of Economics and Political Science.
Rekis, J. (2023) Religious Identity and Epistemic Injustice: An Intersectional Account. Hypatia, 38(4), pp. 779–800.
I really enjoyed reading this and appreciated how clearly you connected the theory to your teaching context. It left me curious to know more about how you put these ideas into practice in your own classroom. I’d love to hear more about the specific ways you create an inclusive learning environment and how these reflections influence your teaching approach. Let’s chat 🙂
Thanks for your comment. These readings made me reflect on how inclusion goes beyond simply accommodating faith and instead involves creating space for students to bring their whole identities into the classroom.
In practice, I try to be mindful of things like religious observances, avoid assuming shared cultural references, and encourage students to draw on their own experiences and perspectives in their work. I’ve also become more conscious of the examples and designers I include in the curriculum, making sure students see a wider range of voices and backgrounds represented. In Year 1, their first project focuses on celebrating and visually represent their identities within their design outcomes, which we found students really enjoyed.
The readings also made me think about the importance of creating an environment where different viewpoints are valued. As educators, we’re not only supporting students while they’re at university but also preparing them for industries where issues around representation and belonging still exist.
I’d be interested to hear how these ideas have influenced your own teaching practice too!