Freedom of religion and the manifestation of religious belief can clash with working life in a number of ways, including time away from work for religious observance, conflicts over religious clothing and jewellery in an employer's dress code or a request for a variation of duties based on a particular religious belief. Guidance issued by the Equality and Human Rights Commission following Eweida and others v. UK [2013] 57 EHRR 8 seems to suggest that employers in Great Britain should consider the 'reasonable accommodation' of religion in the workplace and, in particular, how an individual chooses to manifest that religious belief. Subsequently, there has been much debate about whether this is a better way of dealing with religious discrimination cases than the current complex legal framework of direct and indirect discrimination in the Equality Act 2010. Section 20 of the Equality Act 2010 already allows for reasonable adjustments to be made to working practices and the physical working environment for disabled employees. Should this duty be expanded to include religion and what would be the consequences and impact of such an accommodation or adjustment on the employment relationship?

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This article provides a critique of The Fairness Project, a learning and teaching project on equality and diversity in the legal profession and its impact on employability, delivered over three years across three university law schools. The Fairness Project builds on current literature on lack of equality and diversity in the legal profession, by adopting a student perspective. Barriers to entry and progression within the legal profession occur because of a range of issues including social class, gender, ethnicity, initial education, university education and gaining work experience in a law firm. We explore whether, and to what extent, we can educate law students from a range of diverse backgrounds and social identities about the 'diversity barriers' entrenched in the legal profession, and thus influence their own career trajectories to access the profession. Our results show thatat least to some extentwe can. The data suggests that The Fairness Project helped prepare law students to tackle the inequalities that exist in the legal profession. The learning benefits of The Fairness Project are transferable to other law schools and could be adapted for use with law students in other jurisdictions, or for students in other disciplines where 'diversity barriers' may exist.

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