To be able to maintain a respectful conversation with people who has different opinions from you, it’s something we are learning how to do throughout our life. As a predimately institution that attacts left-wing view students and staaf, we need to be cousious that doesnt mean that some wont have absolutely differnt poinyt on view than us on the certain topic. One of it is religion. Having students
UAL Equality, Diversity & Inclusion Annual Report 2022/23, 29% of UAL students declared a religion or belief, while 60% declared no religion, and 11% preferred not to say.
While roughly one-third of UAL students identify with a religion or belief, it’s important to give space to speak and reflect on it.
Once it was a situation in class where a heated debate unfolded around the topic of faith. A student who openly identified with a religious belief found themselves in a difficult position as multiple peers, most of whom identified as non-believers or held sceptical views, began to challenge their perspective. Although the intention may have been to maintain an argument-based discussion, the dynamic quickly became unbalanced due to the number of voices aligned against the believer and the dismissive tone adopted by some participants. This created a power imbalance, allowing students to express their viewpoints freely. It was challenging and frustrating for tutor to maintain an inclusive environment. Ultimately, the student of faith was not given adequate space to articulate their beliefs without feeling marginalised.
This situation reflects the challenges that can arise in educational settings when intersectional identities, which include a religious belief, are not acknowledged as part of inclusive practice. As Crenshaw (1991) argues, intersectionality reveals how overlapping social identities can compound marginalisation, and in this case, the student’s faith identity became a point of vulnerability.
As tutors, we have guidance and according to the Equality Act 2010 (legislation.gov.uk, 2010), religion or belief is a protected characteristic, and higher education institutions have a duty to foster environments where such characteristics are respected.
Additionaly, the Higher Education Funding Council for England (HEFCE) emphasises that universities must ensure students from all backgrounds feel safe and respected (HEFCE, 2017). However, in reality it can be very challenging to protect those rights if students are coming from different mindsets.
References:
Figure 1. UAL,(2022/23) University of the Arts London – Equality, Diversity and Inclusion Annual report 2022.23. [Chart]– Available at: https://www.arts.ac.uk/data/assets/pdf_file/0015/432141/SPCB23435-EDI-report-2022-23.pdf (Accessed: 17 July 2024).
University of the Arts London. (2023) Equality, Diversity and Inclusion Annual Report 2022–23. London: University of the Arts London. Available at: https://www.arts.ac.uk/
data/assets/pdf_file/0015/432141/SPCB23435-EDI-report-2022-23.pdf (Accessed: 23 July 2025).
Crenshaw, K. (1991) ‘Mapping the margins: Intersectionality, identity politics, and violence against women of color’, Stanford Law Review, 43(6), pp.1241–1299. Available at: https://doi.org/10.2307/1229039.
Higher Education Funding Council for England (HEFCE). (2017) Guidance on protection of freedom of speech in universities. Available at: https://dera.ioe.ac.uk/29132/1/HEFCE_free_speech_guidance.pdf (Accessed: 23 July 2025).
Legislation.gov.uk. (2010) Equality Act 2010. Available at: https://www.legislation.gov.uk/ukpga/2010/15/contents (Accessed: 23 July 2025).