RESPONDING TO RELIGIOUS DIVERSITY BY: MUBINA HASSANALI KIRMANI AND BARBARA P. LASTER Article Analysis by Ryan Shutt

Questions We Need To Answer  What is the main purpose of this article?  What is the key question the authors are addressing?  What is the most important information in this article?  What are the main inferences/conclusions in this article?  What are the key concepts we need to understand? What is meant by these?  The main assumption underlying the author’s thinking is?  If we take this line of reasoning seriously, the implications are… AND If we fail to take this line of reasoning seriously, the implications are…?  The main point of view presented in this article is?

What is the main purpose?  The encourage educators to take the concept of religious diversity more seriously  To encourage educators to create a classroom environment that is welcoming and respectful of all religions and their individual belief systems.

Key Questions  Why is understanding religious diversity of such importance?  How does one go about creating an open and welcoming environment for those who have differing religious beliefs?  Do teachers recognize the benefits of addressing other cultures in the classroom?

Most Important Information  This is a relevant topic that needs to be addressed  In 10 years minorities will make up ½ of the US population  Presents several first hand examples of children who have felt out of place in their classroom because of their religious and cultural differences  Provides advice and solutions on how to overcome what may seem like a difficult task.

Main Inferences/Conclusions  The more we understand of other cultures, the more we can grow to understand our own.  We don’t lose our own cultural and religious identity by learning about someone else's.  We must be preparing teachers to meet the unique needs of children of diverse backgrounds  We must also get the family involved, most learning and influence stems from the home

Key Concepts  We grow in our understanding of self, when we grow in our understanding of others.  Learning more about other cultures and religions will only help us grow individually.  Every child deserves equal opportunities to learn, and inversely, to teach

Main Assumptions  There is a proper way of creating and encouraging a welcoming environment for cultural growth and education.  We can assume then, there is also a wrong way to go about it.  Every child deserves the right of equality of education, no matter what religious or cultural background they may come from.

If we take this line of reasoning seriously…  If we take the author’s line of reasoning seriously, we will….  Create a learning environment that caters to all religious and cultural diversities.  Create a greater sense of equality amongst majorities and minorities  We will ease the difficulty of minorities feeling oppressed or neglected in our schools

If we fail to listen…  If we fail to listen to what the authors have to say we will…  Still have a learning environment in which students of religious and cultural minorities feel out of place or unwelcomed.  Hinder students belonging to the majority from learning to embrace minorities and consider them equal

The Main Point of View  Educators who look to leave the education system, in a better way than they found it by promoting the embracing of differences within the classroom, by making future and current educators more aware of the situation.