I am a straight Japanese male from a Buddhist family with a Shinto background. But since becoming a disabled person, I have developed a stronger belief in science and evidence-based understanding. This shift in perspective has made me more aware of how different belief systems influence the ways in which we understand knowledge and reality.
LCF is part of the University of the Arts London (UAL), which is committed to creating a fairer and more inclusive environment for all staff, students, and the wider university community. However, as discussed in debates around secularism in higher education, “secularism does bring its own metaphysical commitments to reality and hence the place is not neutral” (Qureshi, in Heterodox Academy, n.d., 26:55).
This perspective has encouraged me to critically reflect on both the institution and my own teaching practice. It suggests that what may appear to be neutral or objective within higher education can still be shaped by underlying assumptions about knowledge, which may unintentionally privilege certain perspectives while marginalising others.
This also raises important questions around freedom of expression within the classroom. Within my teaching context, Year 1 students engage with themes such as intersectionality, identity, and pluriversal perspectives in Fashion Image making. While these approaches aim to promote inclusivity, they can also create challenges for some students when navigating unfamiliar or sensitive topics.
For example, students who have had limited exposure to diverse perspectives—whether due to geographical, cultural, or social background—may lack confidence in contributing to discussions or producing work in these areas. Some may feel that their own experiences are not sufficiently recognised within these frameworks.
At the same time, there may be students who hold different cultural, ideological, or religious beliefs and feel uncertain about expressing their views within a diverse and inclusive learning environment. Concerns about being misunderstood or causing offence can lead to self-censorship, limiting open dialogue and critical engagement. As Harne suggests, while diversity is widely valued, “we’re always in the process of making judgments about which viewpoints are worthy of bringing into an undergraduate course and which ones aren’t” (Harne, in Heterodox Academy, n.d., 30:36).
For example, discussions around gender and sexuality—such as same-sex marriage—are often framed within contemporary progressive perspectives. While this is important for promoting inclusivity, it may unintentionally exclude or silence students whose beliefs are shaped by different cultural, religious, or traditional values. For example, against same sex marriage might be seen as outdated, narrow minded.
These tensions highlight the importance of creating a classroom culture that supports both inclusivity and respectful dialogue. As an educator, this requires careful facilitation to ensure that students feel safe to express differing perspectives, while also engaging critically and respectfully with others.
Reference
Heterodox Academy (n.d.) Faith and truth-seeking: What is the role of religion in higher ed? Available at: https://www.youtube.com/watch?v=u4uZjlwLFUk (Accessed: 9 May 2026).
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