Teaching about Religions

There is an existing diversity among cultures and religions of people from different regions of the globe. In the past, few people have embraced diversity, with majority of them indulging in discrimination. This discrimination results from the lack of appreciation of other people’s religion and cultures. In order to ensure that the world moves to a new phase of appreciating diversity, it is important to introduce school courses that introduce students to the different religions across the globe. Therefore, the course that will be introduced will cover topics related to the different religions in the globe today. The course ids fit for high school students who need to gain familiarity with different ideologies and belief systems exhibited by different religions. Introducing the course at the high school level will produce students with open minds and who exhibit tolerance for the religious beliefs of other people. In order to successfully implement this project, there is a need for all stakeholders involved to approve the introduction of the course. This memo describes both the primary and the secondary audience, which comprise of different levels of stakeholders.
Primary Audience (Internal Stakeholders)
The primary audience includes the board of the school, parents, teachers, and the students. The school board is the key decision maker in a high school setting. There is a need for the board to understand the potential outcomes of introducing a course that teaches students about the different religions and countries. The board comprises of people with professional experience and expertise, who have the vision of ensuring that the school registers a positive impact on the society. Evidently, introducing this new course serves to register an immense positive impact. Moreover, the school board should consider the relevance of the course and determine whether the school has the required resources by offering the course. It is critical to consult staff and parents because of their position in the school’s decision-making process. The staff’s opinion is critical because they will actively participate in the delivery of the course content to the students. Parents need to be aware of what their children learn in school, and should form part of the student milestones in the education system (Lester, 2011). Students form the ultimate stakeholders because they stand to benefit from the course. Therefore, it is significant to consider their opinion on the potential benefits of the course to their individual and social lives.
Secondary Audience
Introducing a course that teaches about global religions is a move that can benefit external stakeholders. The secondary audience involves the society. More specifically, the secondary audience denotes the surrounding community, churches, business people, as well as the media. Without doubt, offering a course on different religions will translate into a higher level of cohesion in the society, and minimizing the existing intolerance. The external stakeholder needs to realize that the school is committed to addressing some of the persistent social issues such as discrimination (p. 56). Although the secondary audience does not have a mandate in the decision making that will determine whether the course will be introduced, there is evidence that the school’s progress has the potential to affect the society either positively or negatively.
Evidently, introducing a course on the different religions of the globe is a move that will register positive impacts in the lives of the students and the future generation as well. Since students have faced discrimination based on their religion or culture, they are more likely to appreciate a course that helps them gain familiarity with the different religions. The school board is responsible for launching the course officially, and ensuring that there are enough resources to fund its introduction. The staff of the school needs to approve the upcoming project because they will participate in the delivery of instructions as they cover the course content. It is also critical to ensure that students are interested in the course, and that the entire society will benefit.
Reference
Lester, E. (2011). Teaching about religions: A democratic approach for public schools. Ann Arbor: University of Michigan Press.