Teacher Diversity and the Right to Adaptable Education in the Religiously Oriented School: What Can We Learn From Students’ Perceptions?

Abstract

This study examines students' perceptions of disparities between teachers' views and the school ethos in a religiously oriented school, and dissects the implications of such disparities on the children's right to adaptable education. The study draws on 102 essays of students enrolled in an American Jewish high school that employs a diverse teaching staff. Findings demonstrate that teacher diversity in a religiously oriented school may fulfill the children's right to adaptable education by motivating children to engage in social perspective taking, and to interact with multiple spheres of cultural affiliations. Teacher diversity may also serve children as they formulate their own views, while not undermining parental impact. In addition, the findings portray the children's perceptions of the teachers' duty to respect the communal spheres of adaptability by eschewing indoctrination, remaining

Motility, viscosity and field: A portrayal of migrant teachers' professional mobility and ethical conflicts in American and Australian faith‐based schools

“…Relatedly, studies have portrayed the faith‐based schooling field as one that can enhance social understandings (e.g. Finefter‐Rosenbluh & Perry‐Hazan, 2018), preserve individuals’ identities and engagement in society Saada & Gross, (2017) and provide culturally responsive pedagogy that advances academic outcomes (e.g. Finefter‐Rosenbluh & Court, 2014; Jeynes, 2002).…”