Blog Task 2

May 14, 2025

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My initial response to the given materials is to reflect upon the large Islamophobic but also general anti-theist ‘Athiest +’ online movement that happened whilst I was a young teen. The ‘Athiest +’ movement was a large online subculture that focused on actively trying to ‘debate people out of their faith and belief’ and would deny the links to faith and culture, race, and the structure of the family unit. The movement thankfully died rather quickly but at the time it made quite a bit of damage- for example, see the large-scale mockery of religion in shows like ‘The Big Bang Theory’ or ‘Family Guy’ and how that, when combined with the horrific Islamophobic mindset post 9/11 created a severe hostile world for religous people but especially POC muslim women.

Muslim women take the brunt of the intersectional abuse as they’re often seen as ambassadors to the faith- see this list of assaults and murders post 9/11- https://www.hrw.org/reports/2002/usahate/usa1102-04.htm

But as time has gone on, have we really worked on the prejudice openly religious people face? As mentioned women who require their hair to be covered struggle in professional athletic settings due to prejudice and dealing with backlash from within their communities and often face setbacks in their athletic careers due to this.

How can we help to minimize this in an academic setting? For students to maximise their education, we need to foster an inclusive and considerate space- within my own classroom, I know our campus is lucky enough to have a prayer room and we have a multi-faith staff base. But growing from that, what else can I change or accommodate? I feel, in general, having more child care facilities or, ideally, having a government-led childcare funding for all students would be a great and meaningful way for more women to study and remain in faith-driven communities. On a more micro level (i.e what I can personally do), perhaps starting small and making sure my language is more accommodating, for example, checking myself to not use any accidental anti-religious reflective cursing for example ‘Jesus!’ or ‘God Damn It’ might be a good way to remain mindful as a staff member.

Reactions Reflections

Comments

5 responses to “Blog Task 2”

Sophie Reynolds

23rd May 2025

Hi Phoebe,
Thank you for your thoughtful and articulated reflection. You’ve raised some deeply important points, especially around the lasting impact of Islamophobia.
Your suggestion about government supported childcare and its role in supporting women, particularly those from faith-driven communities, is so relevant. If you haven’t already, I recommend the article that you might find interesting: Ramadan’s (2022) “When Faith Intersects with Gender”. There’s a particularly insightful section discussing how lack of access to childcare disproportionately affects Muslim women and can hinder both their career and spiritual engagement. I think it really complements the issues you’ve raised.
I also really appreciated your point about language, and it is something that I too have reflected on too. Being mindful of the words we use, even in passing expressions, is such a respectful and necessary practice. These small, personal changes can significantly contribute to creating more inclusive environments.
Thanks again for sharing your perspective

Reply
Haemin Ko

27th May 2025

Thank you for your thoughtful and open reflection. You’ve raised some really important issues around how past online movements like ‘Atheist+’ created harmful attitudes toward religion, especially for Muslim women who are often at the intersection of both racial and religious bias. I really value how you’re thinking about both broader structures, like childcare access, and personal actions—such as using more inclusive language—as ways to make education more welcoming.

In my own teaching experience, I’ve noticed that many Asian students come from a wide range of religious backgrounds, including Islam, Hinduism, Sikhism, Buddhism, and Christianity. Muslim students, who are more visibly identifiable—often wearing the hijab or being racialised in specific ways—do tend to receive more public attention, sometimes unfortunately in the form of stereotyping or discrimination. But it’s also important to remember that other Asian students may practise their religion less visibly, and their needs can easily be overlooked. For instance, some students may quietly refuse to take part in certain class activities (such as life drawing, singing, or certain rituals) based on religious beliefs, but without ever feeling comfortable to explain why.

This makes me think—how can we create spaces where all students, regardless of how visible or invisible their faith might be, feel safe to express their needs without fear of judgement?

I wonder—within your own classroom or role in work, are there ways to gently invite these kinds of conversations early on, so people don’t feel they have to silently navigate between their beliefs and course expectations? Sometimes just creating the opportunity can make all the difference.

You’re clearly thinking carefully about how to make your teaching more inclusive. Just wanted to say—really, thank you for sharing this. Ko x

Reply
1. Phoebe Stringer
  
  27th May 2025
  
  Hi! I’m so happy you enjoyed it! To be honest right now the only way I’m managing to navigate is by asking people if they need further support and seeing how I can help them handle the project; it’s so case by case that I don’t feel I could do much else in a blanket way that wouldn’t cause a negative ripple to another student down the line.
  
  thanks for asking! <3
  
  Reply
Cecilia Mezzi

29th May 2025

Thank you Phoebe, for such a thoughtful and nuanced reflection. I really relate to your observations about atheism and its sometimes unexamined prejudices towards religion. I grew up in an atheist environment where religion was mainly seen as a transactional practice, something my family engaged with superficially, more to fit in than from genuine cultural or spiritual connection. I was baptised but never really invited to explore religion as a cultural or communal experience.
What has been a significant part of my own journey is recognising how I was encouraged to dismantle religion through atheism, but now I should dismantle the ingrained prejudices atheism instilled in me towards it. Interestingly, I have found it easier to connect with religious cultures different from the one I grew up around, particularly through the teachings and experiences of Muslim friends, rather than through Catholicism. Your post beautifully highlights how deeply personal and existential this navigation of faith, culture and identity can be.
I also appreciate your practical suggestions for inclusivity in academic spaces. Small changes such as mindful language and childcare support can make a real difference.

Reply
Carys Kennedy

25th June 2025

Hi Phoebe. Thanks so much for this post. Your reflections about the damage of the Atheist + movement were especially relatable. I find myself being really specific that I’m non-religious (“not an atheist!”) to try and distance myself from this kind of anti-religious rhetoric.

I’m wondering what the relationship is (or might be) between religion-faith-belief and your practice as a technician? I’m wondering if anything like religious festivals/observances and/or religious dress might intersect with technical spaces or teaching, perhaps?

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