Cross-Pressures in The Classroom: A Taylorian Photovoice Analysis of Harmonizing Religious and Secular Curriculum in Faith-Based Schools

Faith-based schools operate within increasingly pluralistic educational environments where religious teachings and secular curriculum requirements intersect and, at times, create tensions for teachers. Anchored in Charles Taylor’s theory of secular modernity, particularly the concepts of the immanent frame, cross-pressures, and the buffered self, this study explored how teachers in faith-based schools represent, interpret, and negotiate the relationship between religious teachings and secular curriculum requirements. Specifically, it examined how these tensions are visually represented through Photovoice, how teachers harmonize competing curricular demands in classroom practice, and what insights their narratives provide regarding the nature of cross-pressures in contemporary education. Using a qualitative Participatory Action Research (PAR) design, the study employed Photovoice as the primary method of data generation. Eight teachers from selected faith-based schools in Region XII (SOCCSKSARGEN), including General Santos City and the provinces of South Cotabato, Sarangani, and Sultan Kudarat, participated as co-researchers. Data consisted of photographs and accompanying narratives that captured participants’ lived experiences of teaching within faith-based educational contexts. Findings revealed that teachers visually represented tensions through five themes: curriculum as written obligation and professional compliance, faith as institutional identity and moral compass, barriers and balancing and integration of faith and learning. These themes illustrate how teachers perceive secular curriculum requirements and religious commitments as simultaneously challenging and complementary dimensions of their professional practice. Teachers negotiated and harmonized these demands through two major strategies: integration of faith and academic content and values formation through classroom practices, demonstrating intentional efforts to connect academic learning with spiritual and moral development. Analysis through Taylor’s framework revealed that teachers experience significant cross-pressures arising from the coexistence of secular educational expectations and religious commitments. However, rather than perceiving these as irreconcilable conflicts, participants engaged in reflective meaning-making and curriculum harmonization. Their narratives portrayed teachers as active mediators who bridge faith and academic knowledge, embodying Taylor’s concept of the buffered self. The study concludes that curriculum harmonization serves as a practical and context-responsive approach to achieving balanced education that promotes both academic excellence and spiritual formation. The findings contribute to the growing discourse on faith-based education, curriculum integration, and teacher agency in pluralistic societies. They further highlight the importance of supporting educators in navigating competing educational demands while fostering coherent, inclusive, and values-oriented learning environments.