The need for dialogic reciprocal anti-discrimination practice and policy in faith-based schools

Abstract

ABSTRACT This paper investigates intersecting rights and ways of thinking in faith-based schools. It outlines current legislative attempts to manage anti-discrimination in Australian schools and proposes a dialogic model of reciprocal anti-discrimination for educational leaders and administrators. This paper proposes that reciprocal anti-discrimination will require rigorous clarity in organisational beliefs, values and philosophies of education. Differences of power, prejudice and assumptions are also addressed. The goal of the proposed model is to find a way forward where rights and values intersect while supporting student and staff wellbeing and preserving religious and moral conscience.