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'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.

Older LGBTQ People and Religious Abuse: Implications for the UK Regulation of Care Provision in Later Life

“…Westwood [148] has identified disagreement between UK social work practitioners in terms of whether religious disapproval impacts practice with LGBTQ service users. Some practitioners believe it is possible to separate off personal views, including those based on religious beliefs, while others believe it is not possible and that, indeed, religious disapproval of LGBTQ people and their lives are contrary to social work values [149]. These findings echo previous research on social work training from the US, where similar divided views prevail [150][151][152][153][154][155].…”

Religious‐based negative attitudes towards LGBTQ people among healthcare, social care and social work students and professionals: A review of the international literature

“…Many of the studies recommended promoting reflective dialogue among religious students and practitioners (Acker, 2017; Aihiokhai, 2021; Dessel, 2014; Joslin et al., 2016; Vinjamuri, 2017). Such initiatives would necessitate educators feeling sufficiently skilled and confident to promote reflective dialogue, and to explore issues with those students who may be experiencing tensions between their personal beliefs and professional requirements, including in relation to LGBTQ‐inclusive and affirmative practice (Mason et al., 2020). This is particularly important, given that several studies have suggested that highly religious students/staff can be resistant to taking a critical/reflective approach to their religious beliefs, and to associated training/education initiatives (Dessel et al., 2012; Hardacker et al., 2014; Vinjamuri, 2017; Westwood & Knocker, 2016).…”

“…In the first, a doctor unsuccessfully claimed unfair dismissal for refusing, on the grounds of his religious beliefs, to refer to trans people by the pronouns with which they identified 1 . In the second case, 2 a conservative Christian social work student from Cameroon who made homophobic comments on his Facebook page, quoting from religious texts which described people who engage in same‐sex relations as ‘an abomination’, successfully appealed expulsion from his course because of them (Mason et al., 2020). In the third case, 3 an evangelical Christian fostering and adoption agency challenged a UK regulatory requirement that it ceases its policy to only employ staff and volunteers who are evangelical Christians and who ‘refrain from “homosexual behaviour”’ 4 and to only recruit carers who are ‘evangelical married heterosexual couples of the opposite sex’ 5 .…”

Doing the right thing and getting it right: professional perspectives in social work on supporting parents from gender diverse communities

“…One social work academic noted that critical reflection and examination of one's own prejudices is an essential prerequisite for preparing students for curious and assertive practice, and that unlearning for some students has to take place in safe spaces given what personal prejudices or ignorance they may bring into their practice. Again, the unaddressed religious beliefs of learners were mentioned as a barrier (Mason, Cocker, & Hafford-Letchfield, 2020).…”