Religion and the public schools

Face to Faith
By Marcia Beauchamp

Teaching global citizenship

Videoconferencing connects students of different faiths around the globe to help them learn about religion and global issues.

Face to Faith encourages student exchanges on issues of global concern in ways that model civic responsibility and prepare students for participation in a complex global community.
Children in New Delhi, India, and in Westhoughton High School in Bolton, U.K., meet to discuss culture and religion through videoconferencing.

merican education has woven multiculturalism into its schools and curricula, with the glaring exception of religious diversity. While there is significant agreement among educators that religions can and should be part of the curriculum in public schools, serious discussion of religion is often avoided. Public education is still dominated by the perspective that students can learn everything they need to know without learning much about religion (Nord, 2010, pp. 41-60). That is why students have few meaningful opportunities to take on issues concerning religion and belief in their classrooms. We avoid teaching about religious differences at our peril. Intolerance, prejudice, and discrimination grow from fear of what we dont know or understand. A cursory glance at newspapers, television news, or the Internet makes clear the dangers of such ignorance. The good news is that research has shown that when schools take religion and religious diversity seriously, theyre able to increase religious literacy and build understanding and respect among students of all faiths and none (Lester & Roberts, 2006).
MARCIA BEAUCHAMP (usa_midwest@facetofaithonline.org) is Midwest USA coordinator of the Tony Blair Faith Foundations Face to Faith program, Tulsa, Okla.

24

Kappan

December 2011/January 2012

Photos courtesy the author

Comments? Like Kappan at www. facebook.com/pdkintl

Teaching about religion in the 21st century

Over the last 20 years, a growing consensus about the proper role of religion in schools has ushered more religion content into social studies textbooks and standards. But concerns and challenges remain. Perhaps the most daunting issues for teachers are how to handle classroom discussions among students of differing beliefs and fears about unwittingly violating the First Amendments Establishment Clause or the free exercise rights of students. One way to encourage more fulsome treatment of religion in public schools while assuaging teacher concerns is to consider another constitutional option: concentrating on student expression about religion and beliefs in the classroom (Rogers, 2011). Finding creative ways for students to learn directly with, from, and about one another also builds student capacity for respectful discussion about differences while enabling public and private schools to go beyond what is currently taught about religions in the curriculum. When done with constitutional guidelines in mind, with sensitivity and proper preparation, students in dialogue with one another about religion, values, and beliefs can go well beyond teaching mere facts about religion. The Tony Blair Faith Foundation has created a program that provides such an opportunity to schools in the U.S. and around the world. Face to Faith is a state-of-the-art educational program that addresses cross-cultural and inter-religious understanding in the context of study about global issues. The program uses videoconferencing and a secure and monitored online community to allow students ages 12-17 to communicate directly with their peers in countries around the world. All aspects of the program including teaching modules, teacher training, videoconferencing software and setup, and videoconference facilitation are provided free to schools. This spring, 11 teachers from schools across the Midwest met in Tulsa, Okla., for a two-day training before implementing Face to Faith in their classrooms. These teachers came from schools in the Tulsa area, Wichita, Kan., and as far away as Chicago. Tommy Sharp, a teacher at Holland Hall School in Tulsa, who attended the program, said, Religious literacy, dialogical skills, and empathy for other cultures are crucial components of 21st-century education. Face to Faith effectively addresses all of these components. Over 30 public and private schools across the U.S. are implementing Face to Faith, including a world religions class at Brighton High School in Cottonwood Heights, Utah. The class employed Face to Faiths videoconferencing capability to directly engage with students in India as well as other countries

who practice some of the faith traditions they had studied. It was fascinating to hear about their religion directly from them, said Brighton senior Alex Brown. It was a much better learning experience than any lecture from a classroom.
Respect is the watchword

Face to Faith began in the U.S. in 2009 and is active in 400 schools in 17 countries. The educational program is committed to engaging the voices of students of all faiths and none as they study various global issues. Face to Faith is Face to Faith most often integrated into the social studcountries ies curriculum and is designed to strengthen civic skills through civil dialogue. Students Australia practice these skills as they learn about and Canada discuss with their peers issues of common concern throughout the world, including Egypt the environment, poverty, and religious India freedom. The program provides real-time Indonesia opportunities for students to speak directly with one another about their beliefs, values, Israel attitudes, and faiths. Italy Face to Faiths cooperative learning apJordan proach to teaching about religion is unique, stressing student voice and student-to-stuLebanon dent interaction. From the start, it encourMexico ages students to explore their own thinking Pakistan while including instruction about religion in the context of the global issues being covPalestinian ered. Territories Before the videoconference, students learn Philippines what is necessary for respectful dialogue to Singapore occur. In preparation for each videoconference, Face to Faith teachers help students United Arab Emirates develop their civic character through practicing empathy, building trust, and commuUnited Kingdom nicating respectfully with people of all faiths United States and beliefs. Through the program, students develop greater awareness of the need to address the diversity in their own classrooms and neighborhoods by preparing for direct encounters with cultural and religious diversity abroad. Ramsey, a student in Mary Katherine Sheenas class at Regis High School in New York City, describes the effect Face to Faith had on her sense of civility and citizenship: Face to Faith helped me to really figure out what it means to be a global citizen. I can take away the idea that I can now safely enter dialogue with someone from different religions so that we can further advance our opinions. A global citizen appreciates everyones differences.
First Amendment concerns

Concerns among American educators about a new program with the word faith in the title are to be
V93 N4 kappanmagazine.org 25

expected. Progress has been made on the proper role of religion in schools, on student religious expression, and in the treatment of religion across the curriculum. But conflicts continue to arise. Face to Faiths leadership is aware of the risks and has taken appropriate steps to address them. Charles Haynes and the Freedom Forum First Amendment Center are working with the Tony Blair Faith Foundation to carry out I can now safely enter dialogue with someone from different religions so that we can further advance our opinions. A global citizen appreciates everyones differences.
Ramsey, student in a Face to Faith course

understanding between students of different faiths, values, and beliefs by giving students opportunities to express themselves and engage with others on these topics. As Holland Hall chaplain Rev. Arthur Scrutchins put it, Face to Faith is about people talking to other people. The other is not just a nameless figure but a person with a face, goals, and beliefs just like me!
Face to Faith in practice

Face to Faith in American public schools in ways that adhere to First Amendment principles. The fundamental mission of the program, once again, is to encourage student exchanges on issues of global concern in ways that model civic responsibility and prepare students for participation in a complex global community. These exchanges, if theyre to be meaningful, will inevitably include discussions of faith, values, and beliefs. The First Amendment consensus guidelines developed over the years provide the framework for such deep learning. Teachers using this guidance while implementing Face to Faith will ensure that the classroom environment is an example of a civil school. What this means in practice is that although no religious or antireligious viewpoint is communicated or favored by the teacher, students will be able to express their own beliefs when appropriate to the discussion or in assignments. As with other programs addressing religion in public schools, Face to Faith materials and activities conform to the constitutional principle of government neutrality. As Haynes points out, although teachers and school officials are bound by the Establishment Clause to remain neutral in matters of faith, students retain their right to free exercise so long as their comments are germane to the classroom discussion or assignment. Even with the protection of the Free Exercise Clause, students do not have the right to compel a captive audience to participate in a religious practice or listen to a proselytizing sermon. While teachers should permit students to express their religious views, where appropriate, they must not allow students to invite others to participate in religious practices or to give a proselytizing speech (Haynes & Thomas, 2007, p. 239). Face to Faith provides opportunities to model the application of these First Amendment principles in schools. The program goes beyond mere consistency with the First Amendments principles by providing a way to embody its spirit as well: advancing
26 Kappan December 2011/January 2012

Central to the programs appeal is that it uses facilitated videoconferences between classrooms of students around the world. Teachers report that students enthusiastically welcome this approach to learning about other cultures and faiths precisely because it involves real-time encounters with others. What has been particularly striking to me as an educator is that students look at this as an educational opportunity, not simply a fun exercise in the use of technology, said Cory Davis, a teacher at Clark High School in Spokane, Wash. They have embraced and appreciated the fact that this is a unique way of learning; unlike reading about different perspectives in a textbook or novel, they are engaged in an experiential pedagogy which they have embraced. The videoconferences are an exciting culmination to in-depth lesson modules on global issues. The Tony Blair Faith Foundation provides teacher training and ongoing support for using these lessons within a framework of student-centered, collaborative learning. The lessons and videoconferences are extended and amplified through access to a secure and moderated online community and opportunities for active community engagement. Because a central aim of the program is to help students build relationships with their peers of various faiths and beliefs in their own schools and classrooms and around the world, the first module focuses on preparing students for their initial videoconference. Module One and the first videoconference focus on students introducing themselves and

Joining the conversation

Face to Faith is free to all schools, including setting up videoconferencing software. To learn more, visit the Tony Blair Faith Foundation web site, www.tonyblairfaithfoundation.org and select the Face to Faith icon on the home page Schools can also register to participate at www.facetofaithonline.org.

Enabling students to learn directly with, from,

Teacher Jo Malone and her students participate in a videoconference at Westhoughton High School in Bolton, U.K .

and about one another builds their capacity for respectful discussion about differences.

getting to know the students in the partner classroom in very basic ways. Questions include what students do in their free time, what kinds of music and movies they like, or what sports they play. In preparation for subsequent videoconferences, students explore how various cultures and faiths address such global issues as poverty or the environment. During these videoconferences, students share their beliefs and values through open and respectful dialogue. The Face to Faith online community allows students and teachers to continue to develop the connections made during videoconferences. The moderated web site is a safe venue for students and includes discussion forums on various issues, blogs, and e-mail access to other registered students.
Getting involved with Face to Faith

ten ignore. Against the backdrop of the long history of debate on the proper role of religion in our schools, Face to Faith supplies the kind of safe harbor educators need to engage these issues. This is significant, as it has never been more important or timely for schools to prepare students to live in a world of diverse religions and beliefs. As Shawna Keller, a teacher at Owasso Ram Academy school in Owasso, Okla., said, Bridging the gap between cultures, religions, and peoples is hugely important in our society. If Face to Faith can help bring tolerance and understanding to the younger generation, maybe one day they will use that tolerance and understanding in a place of power. K
References Haynes, C.C. & Thomas, O. (2007). Finding common ground: A First Amendment guide to religion and public schools. Nashville, TN: First Amendment Center. Lester, E. & Roberts, P. (2006). Learning about world religions in public schools: The impact on student attitudes and community acceptance in Modesto, Calif. Nashville, TN: First Amendment Center. Nord, W.A. (2010). Does God make a difference? New York, NY: Oxford University Press. Rogers, M. (2011). Teaching about religion in public schools: Where do we go from here? Religion and Education, 38 (1), 38-47.
V93 N4

Schools can tailor the Face to Faith program to their specific needs. Most U.S. teachers see social studies as the obvious place to implement the program as a supplement to history or civics courses. But some schools are making Face to Faith an elective course or an extracurricular club. Face to Faith provides an avenue for engaging in discussions about faith and belief in the classroom in a constitutionally and educationally sound way. By encouraging student voice and using state-ofthe-art technologies, youth are given meaningful opportunities to tackle issues that schools too of-

kappanmagazine.org

27