ABSTRACT
Through teaching self-reflective practice, this chapter considers methods of teaching Freedom of Religion to students (marginalised and otherwise) in a way that reifies systemic inequalities, connects the law to student’s lived experiences and marginalised identities, and aims to decolonise Human Rights Law around Freedom of Religion through an anti-racist pedagogy. This anti-racist pedagogical approach is steered by the writings of Al Attar, Kishimoto, and others, by centring and contextualising systemic racism in the classroom, integrating race and inequality into course content while still ensuring the academic outcomes of the educational governing authorities are met, and by linking the students’ classroom discussions to their wider community.
