Sexuality and Religion : From the Court of Appeal to the Social Work Classroom. / Mason, Karl; Cocker, Christine; Hafford Letchfield , Trish.

In: Social Work Education, Vol. 41, No. 1, 14.01.2022, p. 77-89.

Research output: Contribution to journalArticlepeer-review

Published

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Sexuality and Religion : From the Court of Appeal to the Social Work Classroom. / Mason, Karl; Cocker, Christine; Hafford Letchfield , Trish.

In: Social Work Education, Vol. 41, No. 1, 14.01.2022, p. 77-89.

Research output: Contribution to journalArticlepeer-review

Harvard

Mason, K, Cocker, C & Hafford Letchfield , T 2022, 'Sexuality and Religion: From the Court of Appeal to the Social Work Classroom', Social Work Education, vol. 41, no. 1, pp. 77-89. https://doi.org/10.1080/02615479.2020.1805426

APA

Vancouver

Author

Mason, Karl ; Cocker, Christine ; Hafford Letchfield , Trish. / Sexuality and Religion : From the Court of Appeal to the Social Work Classroom. In: Social Work Education. 2022 ; Vol. 41, No. 1. pp. 77-89.

BibTeX

@article{2d4000b31425422797fb9f1bb1bd7990,
title = "Sexuality and Religion: From the Court of Appeal to the Social Work Classroom",
abstract = "This paper critically reviews the case of (R (Ngole) v University of Sheffield [2019]), which concerned a social work student whose professional training was terminated following expression of his religious views about homosexuality on a public social media platform. The student sought a judicial review of this decision on human rights grounds. The High Court dismissed the student{\textquoteright}s challenge but the Court of Appeal overturned this decision to dismiss on the grounds of proportionality and referred the student back to the University to determine further action. This case is discussed in the context of the complicated positions taken up during the process leading to this legal Judgment, as they have implications for curriculum and pedagogical strategies, fitness to practice processes and the experience of LGBTQ+ students. The discussion considers how, in light of this Judgment, social work educators can continue to address sexuality as a social justice issue. Critical and queer perspectives can support transformative learning where binary thinking about sexuality and religion is challenged and students can appreciate the impact of their values on others. Recommendations are made for addressing disparities in how sexuality, sexual and gender diversity are addressed in professional education.",
keywords = "LGBTQ+, Sexuality, Religion, Suitability, Fitness to Practise, Social Work Education",
author = "Karl Mason and Christine Cocker and {Hafford Letchfield}, Trish",
year = "2022",
month = jan,
day = "14",
doi = "10.1080/02615479.2020.1805426",
language = "English",
volume = "41",
pages = "77--89",
journal = "Social Work Education",
issn = "0261-5479",
publisher = "Routledge",
number = "1",

}

RIS

TY - JOUR

T1 - Sexuality and Religion

T2 - From the Court of Appeal to the Social Work Classroom

AU - Mason, Karl

AU - Cocker, Christine

AU - Hafford Letchfield , Trish

PY - 2022/1/14

Y1 - 2022/1/14

N2 - This paper critically reviews the case of (R (Ngole) v University of Sheffield [2019]), which concerned a social work student whose professional training was terminated following expression of his religious views about homosexuality on a public social media platform. The student sought a judicial review of this decision on human rights grounds. The High Court dismissed the student’s challenge but the Court of Appeal overturned this decision to dismiss on the grounds of proportionality and referred the student back to the University to determine further action. This case is discussed in the context of the complicated positions taken up during the process leading to this legal Judgment, as they have implications for curriculum and pedagogical strategies, fitness to practice processes and the experience of LGBTQ+ students. The discussion considers how, in light of this Judgment, social work educators can continue to address sexuality as a social justice issue. Critical and queer perspectives can support transformative learning where binary thinking about sexuality and religion is challenged and students can appreciate the impact of their values on others. Recommendations are made for addressing disparities in how sexuality, sexual and gender diversity are addressed in professional education.

AB - This paper critically reviews the case of (R (Ngole) v University of Sheffield [2019]), which concerned a social work student whose professional training was terminated following expression of his religious views about homosexuality on a public social media platform. The student sought a judicial review of this decision on human rights grounds. The High Court dismissed the student’s challenge but the Court of Appeal overturned this decision to dismiss on the grounds of proportionality and referred the student back to the University to determine further action. This case is discussed in the context of the complicated positions taken up during the process leading to this legal Judgment, as they have implications for curriculum and pedagogical strategies, fitness to practice processes and the experience of LGBTQ+ students. The discussion considers how, in light of this Judgment, social work educators can continue to address sexuality as a social justice issue. Critical and queer perspectives can support transformative learning where binary thinking about sexuality and religion is challenged and students can appreciate the impact of their values on others. Recommendations are made for addressing disparities in how sexuality, sexual and gender diversity are addressed in professional education.

KW - LGBTQ+, Sexuality, Religion, Suitability, Fitness to Practise, Social Work Education

U2 - 10.1080/02615479.2020.1805426

DO - 10.1080/02615479.2020.1805426

M3 - Article

VL - 41

SP - 77

EP - 89

JO - Social Work Education

JF - Social Work Education

SN - 0261-5479

IS - 1

ER -