Reflection: 'Respectful Dialogue' Article by Bartsch

26th August 2019

Outcome 2.2 & 2.3

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There are many aspects within the learning environment, learning and the nature of the learners that are required to create a meaningful and relevant experience in Christian Studies. One vitally important aspect is inclusive language and respectful dialogue, which Malcolm Bartsch (2004) delves into in his article 'Respectful Dialogue: Teaching Christian Studies in the multi-faith context'. Based on this article I will unpack what respectful dialogue is, why it is important, relate it to the CSCF (Christian Studies Curriculum Framework, 2015) and how it resonates with me as a Christian Studies teacher. 

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Respectful Dialogue is using dialogue that is inclusive to the students in a Christian Studies classroom and that relates to their current context (CSCF, 2015). Before I go into the 'what' of Respectul Dialogue further, the 'why' is really important. I agree with Bartsch when he speaks of why Respectful Dialogue is important as I have experienced this in my Christian Studies classroom. He discusses the fact that the context within Lutheran schools is continually broadening with a wider variety of families from various religious backgrounds making up its school community (Bartsch, 2004). This is a reflection of how the wider local and global community is also constantly changing with its 'multi-cultural and multi-faith' (Bartch, 2004, para 1) make-up of people. I agree with this and have seen it directly in my context as a teacher when I first started teaching in a Lutheran school 3 years ago. I was surprised at the variety of religious backgrounds and level of Lutheran religious beliefs within the students and families of the school. This should not have surprised me, but my first thoughts were that because I was teaching in a 'Lutheran' school there would be a majority of students and families who would hold Lutheran beliefs. Throughout the three years I have realised the importance of being able to create an inclusive classroom where no matter what religious background, the students feel equipped to share their beliefs, develop new understandings to wrestle with and question and inquire. 

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Respectful Dialogue in the classroom looks like valuing the background, beliefs and traditions of the students so they feel comfortable and able to have meaningful discussions about what they belief, their thought processes and new insights students may be making. This kind of dialogue encourages the students and teacher to be self-aware of their own personal beliefs and be able to be challenged in a respectful and trusting way that leads to deeper understandings. Bartsch discusses that in order for the dialogue to be respectful and open it requires 'open, honest, attentive, thoughtful, sensitive and empathetic listening' (2004). I completely agree with this quote as I believe the type of listening Bartsch is speaking of is what trust, respect and an ability to wrestle with new understandings and questions is built on. 

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As an educator, creating Respectful Dialogue and a fully inclusive classroom is a constant journey for me. I am constantly reflecting on ways I can better create a learning environment where students are positively engaged in their learning, challenging their thinking, conversing about new learning and their own beliefs and developing their worldview. I find it a hard balance between effectively upholding the Lutheran 'faith-tradition' (CSCF, 2015, p.93) of the school and creating a fully inclusive environment of students who are at such different points in their journey of finding their own beliefs and developing their own understandings that the can challenge. After reading the article by Bartsch and the CSCF, I would like to be more aware of how I create Respectful Dialogue in the classroom through firstly listening. I want to go on the journey with the students in being self-reflective, being able to be challenged and have in-depth discussions but also still discover, communicate and portray the Lutheran worldview on which the school represents.