Teacher pedagogy has long been a defining feature of effective education. In the context of Relationships and Sexuality Education (RSE), many youth prefer to learn about these topics at school rather than at home, yet schools often remain less effective in delivering this education. Cultural and religious factors play a significant role in shaping curriculum priorities and pedagogical practices in RSE, requiring educators to navigate discomfort and responsibility in addressing these sensitive topics. However, to date, cultural and religious perspectives do not feature in RSE across Australian schools. This paper presents findings from a study on curriculum and pedagogical development for RSE tailored to Australian Muslim youth. While core RSE topics remain important to many Muslim parents and students, the defining factor for success was pedagogy; how the subject is taught and presented to the students. Drawing on theories of intercultural pedagogies and communities of practice, this paper proposes a pedagogical framework on how to engage Australian Muslim youth in RSE with a focus on cultural and religious understandings. This paper emphasises how collaborative, reflective, and inquiry-based approaches to pedagogy can integrate cultural and religious differences in a curriculum area that is yet to acknowledge the diverse needs and perspectives of all students. The framework presented, developed from the findings of the study, challenges the current homogenised approach to pedagogy and advocates for more personalised, context-sensitive methods that respect diversity in RSE.

Authors:
Fida Sanjakdar, Monash University, Australia

About the Presenter(s)
Fida Sanjakdar is Associate Professor in the School of Education, Culture and Society, in the Faculty of Education at Monash University, Melbourne, Australia

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