Writers: QLM Research Team
Improving student learning requires a constant revision and close scrutiny of the education process and system. Actions aimed to improve education are taken by people at different levels? parents, teachers and their school, education researchers, professional institutions and governments. The classroom practices of teachers are instructed by policies that reflect community concerns about student learning. The following review presents how these different sectors view the integration of the cultural and religious background of the students in teaching programs. In particular, the positions expressed by the NSW Department of Education and Training as well as the NSW Institute of Teachers will be outlined to make clear the implications for teachers of Muslim students.
Increasing numbers of Muslim parents are choosing to send their children to Muslim schools as they seek a more holistic education that addresses their cultural and academic needs (McCreery, Jones & Holmes, 2007; Morris, 2003). However, their interest is not limited to values education, as they also expect content in all subjects to be presented in a way that is sensitive to their beliefs and culture (Osler & Hussain, 1995). Often, implicit in their choice of school is a belief that a better education is one in which the cultural and religious backgrounds of the student are taken into consideration and addressed in the schools programs (McCreery et. al, 2007; Morris, 2003; Osler & Hussain, 1995). Unfortunately, it is difficult to corroborate these perceptions with evidence as a quick review of educational literature reveals a lack of research that specifically concerns Muslim students, particularly in the Australian context. However, research on student learning in general certainly justifies concerns about the impact of the learning environment on outcomes.
Education researchers have tried to identify general characteristics of teaching practice that improve student learning outcomes. Based on such research, the NSW Department of Education and Training (DET) has developed a Quality Teaching Model (Professional Support and Curriculum Directorate, 2003a). Their model identifies, among many others, background knowledge, cultural knowledge and connectedness as elements of quality teaching because they add a dimension of significance to the education of the student. The model outlines two other domains of quality teaching – a quality learning environment and high intellectual quality ? and there is a strong connection between all three domains. A clear implication for teachers is to relate content to students cultural and religious knowledge; thus the content becomes more significant as the students are more likely to engage with the content and to think more deeply about it. (Professional Support and Curriculum Directorate, 2003a).
Research suggests that background knowledge can affect the ability of students to learn new material. If there is consistency between what they know and what they are learning, then the learning outcomes are maximised. However, if their prior knowledge is not consistent with the new material, then students will have difficulty understanding this new material (Anderson, 1994, in Professional Support and Curriculum Directorate, 2003b). Being in a multicultural society, Australian educators in the 80s and 90s recognised the need to review texts and materials to make them more relevant to the communities using them (Altbach, Kelly, Petrie and Weis, 1990 in Professional Support and Curriculum Directorate, 2003b). This is a more difficult task for public schools as the student backgrounds are varied.
All NSW syllabus documents state that the contributions and the perspectives of different cultures are to be recognised and addressed in all subject areas.
The teacher is to select which perspectives to address based on the students within the classroom. This requirement is no different for teachers of Muslim students, and is certainly easier to implement within Muslim schools.
The NSW Institute of Teachers, the teacher accreditation body in NSW, is another body that has recognised the importance of integrating cultural and religious knowledge in the classroom. In their professional teaching standards, demonstrating knowledge of student background is a condition of teacher accreditation. For new teachers, accreditation at the level of professional competence involves applying knowledge of the impact of religious background (among other factors) to meet the learning needs of students. A teacher of Muslim students would demonstrate that they meet this standard by integrating Islamic perspectives into their lessons. The professional accomplishment level requires experienced teachers to assist others in addressing cultural and religious knowledge, while the professional leadership level requires administrators to develop culturally relevant policies, programs and strategies. The inclusion of these elements in the teaching standards reflects recognition of the effect of the cultural and religious background of students on their learning.
The work of teachers involves the facilitation of learning for all students. The teaching profession is not stagnant ? there is a constant search for better ways to present information to students so that they can engage with it and so that it becomes part of their knowledge. Teachers reflect on their teaching practice in their efforts to improve student learning outcomes, and are constantly adapting their resources and strategies to better match the environment and the context in which they teach. The research results outlined in this review indicate that the integration of cultural and religious knowledge is one of those strategies that may improve student outcomes by making their education relevant and significant.
Bibliography:
- (2003); God in the Classroom, Sydney Morning Herald; June 25.
- McCreery, E., Jones, L., and Holmes, R. (2007); Why do Muslim parents want Muslim schools? Early Years, 27:3, pp 203-219.
- Morris, L. (2003); Islam leads in rush to faith education, Sydney Morning Herald; June 23.
- NSW Institute of Teachers (2005). Professional Teaching Standards. Sydney: NSW Institute of Teachers.
- Osler, A. and Hussain, Z. (1995); Parental Choice and Schooling: some factors influencing Muslim mothers’ decisions about the education of their daughters, Cambridge Journal of Education, 25:3, pp 327-347.
- Professional Support and Curriculum Directorate. (2003a). Quality teaching in NSW public schools. Discussion paper. Sydney: Department of Education and Training.
- Professional Support and Curriculum Directorate. (2003b). Quality teaching in NSW public schools. An annotated bibliography. Sydney: Department of Education and Training.