Here are some answers to help complete the following survey:
https://alrc.qualtrics.com/jfe/form/SV_3gw1k6J8iZBCpbE"This survey provides an opportunity for members of the public to contribute their personal views and experiences to the Australian Law Reform Commission’s (ALRC) inquiry into anti-discrimination laws as they apply to religious educational institutions. It will remain open until 24 February 2023.
The ALRC is particularly interested to hear from those connected with religious educational institutions (including schools, early learning centres, colleges, and universities). This survey is therefore aimed primarily at past and present students, staff, parents and carers, and members of wider school and college communities. However, all interested members of the public are able to complete the survey.
Alternatively, or in addition, individuals or organisations may provide a formal written submission on specific law reform proposals set out in the ALRC's Consultation Paper. This will be released on 27 January 2023, with a deadline for submissions of 24 February 2023. For further information about the Consultation Paper and submissions process visit https://www.alrc.gov.au/inquiry/anti-discrimination-laws/submission."
Q: In a few words, what is your understanding of a 'community of faith'?
A: A community of faith is a group of people, a community, who share a common beliefs in a religious, spiritual and social tradition. The community gathers together to worship, teach, study religious ideas and scripture, engage in charitable activities, participate in religious rites and ceremony, and engage in educational institutions to foster shared beliefs, customs and attitudes towards social issues.
A community of faith may be organized around a specific denomination or sect, such as Christianity, Islam, Judaism, Buddhism, or Hinduism, free from negative outside influences of those that do not belong to such denominations.
In addition to sharing a common faith, members of a community of faith share a sense of social connection and support. We come together to provide assistance and care for those in need, to celebrate life events and milestones, and provide emotional and spiritual support to one another.
Overall, a community of faith provides a sense of belonging and purpose to its members, and helps them to deepen their relationship with God and each other.
Q: In a few words, why do you see the creation of a 'community of faith' as important within a religious educational institution?
A: The creation of a "community of faith" within a religious educational institution is important for several reasons:
Fostering a sense of belonging: A community of faith provides a sense of belonging to its members, creating feelings of connectedness and support in religious beliefs. This is especially important in a religious educational institution, where students are seeking to deepen their understanding of their faith and may feel isolated if they do not have a community with whom to share their beliefs.
Encouraging spiritual growth: By participating in a community of faith, students are exposed to a variety of religious experiences and perspectives, which can help them to deepen their own spiritual growth. They can learn from the experiences of others, and engage in discussions and activities that challenge and expand their own understanding of their faith, free of outside subversion and sinful influences that may deceive young minds.
Building relationships: A community of faith can provide opportunities for students to build relationships with others who share their beliefs. These relationships can be lifelong sources of support, encouragement, and guidance as students navigate their religious journey.
Providing opportunities for service: Many religious educational institutions emphasize the importance of service to others as a way to live out their faith. A community of faith can provide opportunities for students to engage in service projects and outreach programs, allowing them to put their beliefs into action.
Overall, the creation of a community of faith within a religious educational institution is important because it can help students to feel supported, encouraged, and challenged as they seek to deepen their understanding of their faith and live it out in their daily lives.
Q: What do you think about reforms to change the law so that religious educational institutions would not be allowed to discriminate against students on the grounds of sexual orientation, gender identity, marital or relationship status, or pregnancy?
(Note that there is no suggestion that single sex schools would be prohibited)
A: I am opposed to changes in law that would have detrimental effects on the cohesive and cooperative environment that exists within religious schools.
Parents send their children to religious schools voluntarily so that student may mingle with like minded students within a cohesive and united community. Forcing religious schools to accept students, that are otherwise not coerced to join the religous community, would add a disruptive and divisive element to the school community and promote disharmony and social disruption within the classroom and community events.
As a religious community we have the natural right to come together voluntarily and associate with those with whom we share common standards and beliefs regarding sexual orientation, gender identity and social order.
Any reforms to change the law to force religious schools to admit students that come from background anathema to the school's community would have the following negative impacts on students and the community:
1. Division and conflict: If members of the community are unable to work together or have disagreements that become entrenched, it can create division and conflict within the community. This can lead to factions forming and a breakdown of the sense of unity and shared purpose that is essential to a community of faith.
2. Degeneracy and subversion: If the community becomes degenerate and subverted it can create a toxic environment that is not conducive to growth and learning. This can lead to a division and negative experiences within the community, and can ultimately limit the growth and development of its members.
3. Lack of transparency and accountability: If the leaders of the community are not transparent or accountable in their actions and decision-making within a unified and cohesive community, it can create a culture of distrust and suspicion which can undermine the sense of unity and shared purpose, and can ultimately lead to members feeling disconnected and unsupported.
4. Lack of engagement and participation: If members of the community are not engaged or actively participating in its activities and events, it can lead to a lack of energy and enthusiasm within the community. This can undermine the sense of purpose and shared commitment, and can ultimately lead to the community feeling stagnant or even declining.
Proposed changes to the law threaten the subversion of a community of faith within a religious educational institution, it is important to protect shared values, order, transparency, and engagement around those voluntarily shared values. This can be achieved through open communication, active participation, and a commitment to unity and shared purpose, not through changes in the law.
Q: What do you think about reforms to change the law so that religious educational institutions would not be allowed to discriminate against staff on the grounds of sex, sexual orientation, gender identity, marital or relationship status or pregnancy?
A: I am opposed to changes in law that would force schools to employ staff that do not reflect the expectations and standards of a community of faith. Employing such teachers would have detrimental effects on the cohesive and cooperative environment that exists within religious schools, and cause disruptive conflict between parents and teachers.
Parents send their children to religious schools voluntarily so that student may receive spiritual and religious guidance from like minded teachers within a cohesive and united community. Forcing religious schools to accept students, that are otherwise not coerced to join the religious community, would add a disruptive and divisive element to the school community and promote disharmony and social disruption within the classroom and community events.
As a religious community we have the natural right to come together voluntarily and associate with those with whom we share common standards and beliefs regarding sexual orientation, gender identity and social order.
Any reforms to change the law to force religious schools to admit teachers that actively promote doctrines, dogma or demonstrate praxis anathema to the school's community would have the following negative impacts on students and the community:
1. Division and conflict: If members of the community are unable to work together or have disagreements that become entrenched, it can create division and conflict within the community. This can lead to factions forming and a breakdown of the sense of unity and shared purpose that is essential to a community of faith. Further this can lead to conflict between teachers and students when teachers attempt to teach ideas contrary to the communities values.
2. Degeneracy and subversion: If the community becomes degenerate and subverted it can create a toxic environment that is not conducive to student growth and learning. This can lead to a division and negative experiences within the community, and can ultimately limit the growth and development of its members, as well as the alienation of the teacher in question which may very well lead to depression and self harm as they struggle to come to terms with a hostile environment.
3. Lack of transparency and accountability: If the leaders of the community are not transparent or accountable in their actions and decision-making, within a unified and cohesive community, it can create a culture of distrust and suspicion which can undermine the sense of unity and shared purpose, and can ultimately lead to teachers feeling disconnected and unsupported.
4. Lack of engagement and participation: If members of the community, including teachers, are not engaged or actively participating in its activities and events, it can lead to a lack of energy and enthusiasm within the community and class room. This can undermine the sense of purpose and shared commitment, teacher effort and commitment, and can ultimately lead to the community feeling stagnant or even declining.
Proposed changes to the law threaten the subversion of a community of faith within a religious educational institution, it is important to protect shared values, order, transparency, and engagement around those voluntarily shared values. This can be achieved through open communication, active participation, and a commitment to unity and shared purpose, not through changes in the law. It is also to protect teachers from an environment that they will fail in, causing them to leave the profession after many years of training subsidised by the tax-payer.
"The next set of questions will ask you about what religious educational institutions should be permitted to take into account when employing staff and selecting contractors.
Answers to these questions will assist the ALRC to consider how any reforms it proposes will ensure that religious educational institutions ‘can continue to build a community of faith by giving preference, in good faith, to persons of the same religion as the educational institution in the selection of staff’."
In relation to the employment of staff and selection of contractors...
Q. what do you think religious educational institutions should be permitted to take into account in preferencing members of the same religion?
A. professional qualifications and educational attainment
religious denomination and attendance
relationships within and ties to the community (church leadership and volunterring history within the community of faith)
marrital status
ideological disposition
sexual orientation
so called "gender expression"
race
Q. what do you think religious educational institutions should not be permitted to take into account in preferencing members of the same religion?
A. shoe size
Q. Are there some factors that institutions should be permitted to take into account for particular employee/contractor roles, but not for other employee/contractor roles?
A. professional qualifications and educational attainment
religious denomination and attendance
relationships within and ties to the community (church leadership and volunterring history within the community of faith)
marital status
ideological disposition
sexual orientation
so called "gender expression"
race
Q. Do you have any other comments? If so, please provide them here.
A. In order to prevent the subversion of a community of faith within a religious educational institution, it is important to promote order, cohesion, transparency, and engagement. This can be achieved through honest and open communication, active participation, and a commitment to accountability, shared values and shared purpose. Additionally, it is important to recognize and address any issues or conflicts as they arise, in order to prevent them from festering and causing long-term harm to the community.
Any proposed changes to laws around employment of staff within communities of faith will only serve to damage the community and may have negative effects on those staff who may be ill prepared or equipped to work in a religious environment where those teachers may be unsupported or unfamiliar with the customs of that community. It is important to protect communities of faith from avoidable conflict in order to minimise harm to students and teachers, as well as parents.
"Thank you for completing this survey.
It will inform the ALRC's consideration of recommendations for the final report in this Inquiry.
The ALRC appreciates your time and hearing your views.
The ALRC's final report is due to the Attorney-General of Australia on 21 April 2023.If you would like to receive updates about the Inquiry you can sign up to the mailing list at: https://www.alrc.gov.au/subscribe-to-enews/.
If anything has come up for you while completing this survey, help is available through any of these services:Lifeline: 13 11 14 or www.lifeline.org.au (24/7) (crisis support and suicide prevention)
QLife: 1800 184 527 or www.qlife.org.au (3pm to midnight, everyday) (LGBTIQA+ counselling, peer support and referrals)
Kids Helpline: 1800 55 1800 or www.kidshelpline.com.au (13-25 year olds)
Suicide Call Back Service: 1300 659 467 or www.suicidecallbackservice.org.au (24/7)"
