A CHRISTIAN BASED SYSTEM

When looking at the education system in Canada, it is hard to deny that it favours Christian
beliefs. Ontario holds a separate Roman Catholic public school system, many Universities have
a chapel, and public school systems base their time off around Christian holidays. (i.e. Christmas
and Easter.) It is easy to see why this is, and often the argument would be that it is impossible to
honour all religious traditions, and trying to do so would be near impossible. It does raise the
question, especially at the University level, where many students are leaving home, and perhaps
their country for the first time, how those of a religious minority cope. The issue becomes more
complex when taking into consideration those who come from religious backgrounds with strict
dietary restrictions, or religious observances that may conflict with lecture or exam times. While
many professors are more than likely to make accommodations for individuals, it is hard to deny
that putting students into a position where they need to ask for an exception to be made may
ultimately lead to a sentiment of exclusion on behalf of that individual.
While encompassing and embracing all religious beliefs sounds ideal in theory, obviously
there is potentially a multitude of issues that arise when it is put into practice. One example is
free speech and followers of a faith where the belief is that it is their duty to proselytize or
convert non believers. This example is discussed in Multiculturalism on Campus, Theory,
Models and Practices for Understanding Diversity and Creating Inclusion: When discussing
prejudices, minority religious students had numerous examples. For example, Jewish and
Islamic students reported having evangelical pamphlets placed under their residence hall doors,
having students invite them to meetings at various Christian denomination centers, and having
relationships alter when new acquaintances discovered their religious faith. (Dean, Grandpre
2011,385). This is one example of how acknowledgement of faiths, or religious inclusion can

become difficult. It is part of these students belief system that those who do not adhere to the
same faith as them will ultimately suffer in the eternal realm. If we are to respect their religious
belief, it also means that we must respect their duty to change others. It is perhaps also a perfect
example of why religious practices need to become more open across cultures. If students from
an early age were pushed to see the similarities of faiths, as opposed to the differences, they may
feel less compelled to change the beliefs of others. There is another example given by Dean and
Grandpre although perhaps a bit more extreme: As one student put it: No one on my campus
would think about telling an African American student to act more white, or invite a female
student to a program to teach her to act more like a man, but they (Christian Evangelicals) will
tell me that I have to change my ethnicity; its a unique form of racism because they see it as
their sacred duty to change who I am, to eliminate who I am. (Dean, Grandpre, 2011, 387) By
simply teaching people about other religions, and not implementing the background of why their
rationale exists, can often leave holes and misunderstandings between religions. If there was a
deeper understanding of other faiths, people may feel less compelled to change them.