Subject: Planning Proposal
Evidently, students face discrimination based on their cultural and religious beliefs and practices. This discrimination occurs within the school setting majorly because of limited tolerance for other religions and cultures. Many students do not recognize the value of diversity because they have grown up in societies whereby people are categorized according to their differences. This is the reason why many students will discriminate their colleagues if they are adhering to different religions. However, there is evidence that embracing diversity and exhibiting tolerance for the differences of others is more beneficial to the entire society. If people embrace diversity, social cohesion will be of a higher level. However, social cohesion can only occur if people understand the religions of others and appreciate the existing differences (Feinberg, 2013). After identifying that high school students practice discrimination based on religion, it became evident that they are unaware of the existing religious groups across the globe. This placed a necessity for students to be helped to understand the different religions so that they can move towards appreciating the beliefs of others. More specifically, there is a salient need for students to understand the global society, including different countries and all the religions practiced across the globe. This is the reason why the introduction of a new course that can offer students the required knowledge of different religions is the most appropriate intervention. This proposal will describe the entire project of introducing a new course as well as the timelines of completing the project (Feinberg, 2014).
Without doubt, high school students require knowledge concerning different countries in the globe and the existing religions in different parts of the work. This knowledge is important in preparing students to play an active role in promoting social cohesion. Introducing a new course within the school system that teaches students about the different religions will be effective in narrowing the existing gaps. If students receive instructions about global religion and societies, they will gain a deeper understanding of the existing differences in religions practices (Milenovic, 2013). When students gain an understanding of the doctrinal basis of different religions, they are more likely to exhibit tolerance towards others. Introducing a new course within the school system must be justified by a salient need of the students. The fact that students within the school practice discrimination places emphasis on the need for them to be taught about the different religions (Milenovic, 2013).
The new course that will be introduced will require five days on a weekly basis and lessons running for 45 minutes. The lessons will be dedicated to helping students understand the different religions in the world and the cultural systems that define them. Teachers need to play an active role in delivering content to the students. The students need to be prepared for a mind opening learning sessions that will help them appreciate the religions of others. Teachers delivering the content need to use the relevance strategies in an effort to promote equality irrespective of the religious backgrounds.
The project may present certain drawbacks that will need prompt addressing. The school will need to identify resources for the new course, a factor that may compel the school to charge higher fee rates. Although parents may be in support of the new course, it will introduce additional financial burdens. Moreover, the school schedule may be too tight to introduce a new course that will require time. This may lead to overworking the students and exhausting the teachers as well as extending school hours.
After identifying the exiting need for the introduction of a new course, the following series of activities will define the plan of action. After the conception of the idea, a networking stage will follow. During this stage, all the stakeholders will receive information concerning the plan as well as an invitation to participate. In this case, the stakeholders will comprise of the school board, parents, teachers, students, and other members of the society. The second stage will involve administrative activities, which will be performed by the school board. The board will identify the required resources and organize the relevant training for teachers so that they can be in a capacity to offer instructions in the new course. The administrative activities will be followed by the progressive stage whereby the school board will seek the participation of the educational experts and other support services. The transformative stage, which will define the curriculum of the new course, will then follow (Feinberg, 2013). The final step will involve continuous development after the launching of the new course.
|Activity||1-5 Oct||6-10 Oct||11-15 Oct||16-20 Oct||21-25 Oct||26-30 Oct||31-2 Nov|
|The Conception of the idea|
|Development and presentation of the proposal|
|Presentation of the Analytical Report|
I have the conviction that I am qualified to undertake this project because I am concerned about social cohesion. I envision a society that does not discriminate others based on religions. After identifying that students are more likely to discriminate others if they do not understand their religious basis, I was motivated to act. This is the reason why I believe that introducing a new course that teaches students about global religions and societies is an appropriate intervention (Feinberg, 2014).
Evidently, the need for students to gain a
deeper understanding of the global regions and societies cannot be underestimated.
This is the reason why I propose the introduction of a new course within the
school system that will cater for the existing needs. Introducing the new
course will benefit the society immensely because students will exhibit new
attitudes towards each other. The development of positive attitudes will reduce
discrimination in the society and promote social cohesion.
Feinberg, W. (2013). Teaching Religion in Public Schools: Review of Warren A. Nord, Does God Make A Difference?. Educational Theory, 63(4), 431-438. doi:10.1111/edth.12032
Feinberg, W. (2014). An Assessment of Arguments for Teaching Religion in Public Schools in the United States. Religious Education, 109 (4), 394. doi:10.1080/00344087.2014.924773.
Milenovic, Z. (2013). Achieving the Objectives and Tasks of Religious Teaching in Schools Inclusive. Methodological Horizons, 8 (18), 129-141.