Being responsive to Muslim learners: Australian educator perspectives

Abstract

Research is emerging on Muslim learners in Australia. However, less is known about the preparedness of educators to be ‘responsive’ to Muslim learners. Inspired by the Australian Professional Standards for Teachers that states teachers should be ‘responsive’ to the diverse identities of learners, this article examines educator perspectives of being responsive to the religious identities of Muslim learners in one public high school in Sydney. Data reveals that despite challenging arrangements of the school community, the school leaders and educators exemplified a strong commitment to being responsive but dismissed opportunities to avail from religious ways of knowing.