Faith, Religion and Belief.
For this blog post, I am reflecting on the intersection of positionality, faith (including lack of), dress, and freedom of expression. These topics all resonate on both a personal and professional level.
To begin with intersectionality, on reading Crenshaw’s article, Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color, it struck me that faith was not factored as one of the aspects of identity that may lead to discrimination and/or disadvantage. Rather, the concept focused more on race, gender, sexuality and social class. However, reading Rekis’ article, Religious Identity and Epistemic Injustice: An Intersectional Account, was useful in gaining insight into the role that religion plays in intersectionality. Of particular relevance was the role that the institution can play in creating a discriminatory environment. As someone who works at London College of Fashion, the concept of having to suppress one’s identity via clothing, due to “anticipated negative prejudices against religious adherents” (Rekis, 2023) is worrying, particularly as LCF celebrates dress as a form of creative expression.
Recently, UAL released the annual Course Student Survey (CSS) results. The course that I run received 98.1% and 89.8% in Year 1 and 2 when asked the question: ‘How free did you feel to express your ideas, opinions, and beliefs’. (Dashboards, 2025) I am happy with this response, as course leader, one of my priorities is to encourage freedom of expression.
This brings me to my own positionality, my lived experience; I was brought up in a multi-faith family, a mix of Irish Catholicism and Lithuanian Judaism. I fully understand and appreciate the way in which faith became a way for my grandmother, a working-class immigrant living in the suburbs of Manchester, to form friendships and community. I understand now that faith became a type of ‘value-based practice’ for my Nanna. I loved and respected my Nanna deeply, she was a ‘good catholic’, she was all about kindness, generosity, seeing the good in people, none of the infamous catholic guilt, and none of the fire and brimstone bullshit.
However, I have no faith, I have no religious beliefs. I have included a recent selfie of me while at work wearing a particular t-shirt. I took this after reflecting on the PgCert workshop discussions on faith and freedom of speech. Though I don’t believe in the existence of a deity, I enjoy the sentiment behind this rather fatalistic statement.
So, although I have no faith, does this mean that I am unable to step outside of my own beliefs and appreciate the beliefs of others? Absolutely not, education is a discourse, and that discourse involves different perspectives, views and opinions. However, this cannot be taken for granted; UAL has recently shied away from engaging in any discourse regarding events in Gaza. UAL student, Rahul Patel stated on the decision to occupy Central Saint Martins in 2024, due in part to UAL’s reluctance to engage in such discourse “there is no neutral position on genocide”. Discourse must continue.
References:
Rekis, J. (2023) Religious Identity and Epistemic Injustice: An Intersectional Account.
Cambridge University Press.
UAL Dashboards:
(online, accessed 30.05.2025)
Students occupy London’s Central Saint Martins in pro-Palestine protest. (17.05.2024)
The Art Newspaper
(online, accessed 30.05.2025)
Treacy, D. (2025) Selfie.
Danny, thanks for this engaging post that had a tone of comedic lightness. Perhaps that was my reading of your t-shirt. Which seems, as you say, quite fatalistic! I’ve always thought of God as a disciplining tool, when I was younger at least. I appreciated how you highlighted your positionality, and all the entangled influences that you had from your family upbringing.
With all the conflict that is going on in the world, I wondered if there were instances that did challenge your own belief sets? I think the conclusion of your post made me think about how teachings of the Bible are being brought into American school systems. Dress as a form of resistance seems so important right now too. I think about the rules that we’ve learnt in how to dress to moderate our safety (inspired by your comment about your multi-faith background): do you think that you’ve be taught any rules about this?
Christin, thanks for your reply. It’s good to read that you picked up on the humour. Yes, my belief sets are challenged on a daily basis, not hard for this to happen right now with Fascism and Authoritarianism rearing it’s head in pretty much every continent around the world. I agree with your comments on dress as a form of resistance. I wasn’t sure about the wording on your last question, but will be happy to respond if you could re-phrase it?
Danny, I really appreciate how honestly and thoughtfully you’ve reflected on your own positionality here. Your experience of growing up in a multi-faith household but not holding religious beliefs yourself gives you such a nuanced and empathetic lens, one that doesn’t just tolerate difference but actively understands its roots and value. Seeing yours Nanna’s faith as something meaningful, relational, and kind, rather than tied to dogma. That kind of perspective is so important in educational spaces.
What really stood out to me was the tension you highlighted between UAL’s celebration of creative expression, especially through dress, and the institutional silences or contradictions that exist, particularly around faith or political discourse. It made me think about how freedom of expression often depends on whose expression it is. Your position outside of faith, but with deep understanding of its significance, allows you to ask hard but necessary questions, ones that many institutions avoid.
It left me wondering, how might that perspective continue to shape the spaces you create as an educator? And how can institutions like UAL move beyond neutrality to support truly inclusive and courageous dialogue?
Romany, thank you for your reply. I hadn’t really thought about my lived experience positively affecting my understanding of religion and faith, so thank you for that.
In response to your questions, it’s tricky, I actively seek to engage with asking questions and the debates that follow, whereas I get a sense that there may be a generational difference between my mindset, and that of the majority of students we teach now. Not to generalise, but in classes I have noticed students are very hesitant to offend or say anything that goes against the grain.
Regarding UAL moving towards courageous dialogue, I wouldn’t hold you breath waiting for that to happen…