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"The role of religious literacy as an educational aim has received increasing attention among educational scholars in recent decades. However, research into religious literacy's role in equipping preservice educators with the skills and knowledge needed in their task of educating for a critical, social justice-oriented citizenship is still lacking. My empirical case study of faculty and preservice teachers in one Canadian Prairie university allowed me to investigate how these participants both engaged with religious diversity in their classroom and how they viewed what I call critical religious literacy (CRL) as an educational aim. As a methodological bricoleur, I blended an empirical exploratory case study approach with philosophical analysis, using a normative case study approach. Empirically, findings demonstrate that while divided on questions of implementation, participants largely agree on the urgent need for CRL as an educational aim in teacher education. Philosophically, analyzing the findings through the mobilization of concepts of epistemic injustice and White Christian privilege highlights the complex ways religious illiteracy among educators may serve to perpetuate discrimination and epistemic harm. Thus, this dissertation argues that the strongest justification for including CRL in teacher education programs is one that links CRL to critical democratic aims inherent in a social justice-oriented model of citizenship in order to reduce or eliminate discrimination and potential epistemic injustices related to intersectional religious identities"--
This volume provides a detailed evaluation of a unique education program implemented in secondary schools in Georgia to enhance teachers’ religious literacy and their ability to promote this in schools and classrooms. The text demonstrates that religious literacy can be proactively taught to students, whilst also highlighting key considerations and tensions around religious liberty in the American South. Spanning rural, urban, and suburban Georgia, the text presents an original approach to the growing field of religious literacy by foregrounding community voices and perspectives. Using rich empirical data and qualitative interviews with religious and political leaders, scholars, teachers, parents, and students, the book evaluates the challenges, efficacy, and benefits of the program in view of rising political polarization. In doing so, the text tackles historical and contemporary issues around race and religion, and considers tensions between religious and nonreligious groups in the US. Ultimately, the book presents a significant contribution to the dialogue around fostering religious literacy in schools. This text will benefit researchers, academics, and educators with an interest in religious education, teacher education, and religious literacy more broadly. Those interested in the sociology of education, as well as diversity and religion in America, will also benefit from this volume.
In Overcoming Religious Illiteracy, Harvard professor and Phillips Academy teacher Diane L. Moore argues that though the United States is one of the most religiously diverse nations in the world, the vast majority of citizens are woefully ignorant about religion itself and the basic tenets of the world's major religious traditions. The consequences of this religious illiteracy are profound and include fueling the culture wars, curtailing historical understanding and promoting religious and racial bigotry. In this volume, Moore combines theory with practice to articulate how to incorporate the study of religion into the schools in ways that will invigorate classrooms and enhance democratic discourse in the public sphere.
Critical Religious Education in Practice serves as an accessible handbook to help teachers put Critical Religious Education (CRE) into practice. The book offers straightforward guidance, unpicking some of the key difficulties that teachers encounter when implementing this high-profile pedagogical approach. In-depth explanations of CRE pedagogy, accompanied by detailed lesson plans and activities, will give teachers the confidence they need to inspire debate in the classroom, tackling issues as controversial as the authority of the Qur’an and the relationship between science and religion. The lesson plans and schemes of work exemplify CRE in practice and are aimed at empowering teachers to implement CRE pedagogy across their curriculum. Additional chapters cover essential issues such as differentiation, assessment, the importance of subject knowledge and tips for tackling tricky topics. The accompanying resources, including PowerPoint presentations and worksheets, are available via the book’s companion website. Key to developing a positive classroom culture and promoting constructive attitudes towards Religious Education, this text is essential reading for all practising and future teachers of Religious Education in secondary schools.
In this volume, questions are addressed revolving around religious literacy and education. The term religious literacy is explored as the ability to discern and analyze intersections of religion with social, political, and cultural life in pluralistic societies. Questions about what types of religious literacies are possible in a non-confessional, and even secular, educational context are in focus. It delves into the intricate relationship between religious literacy, religious education in the Nordic countries, and the development of subject knowledge and generic abilities. The Nordic countries, as modern secular welfare states with shared characteristics, provide an intriguing framework for comparison. The exploration of variations in the organization, content, and goals of religious education in Finland, Denmark, Norway, and Sweden sheds light on the process of shaping educational content within specific historical and societal contexts and the anthology broadens its scope by incorporating global perspectives from the Indian, Italian, and Indonesian contexts. The volume features contributions from 18 researchers who explore empirical, methodological, and theoretical aspects of religious literacy and education. The concept of religious literacy, encompassing both knowledge and generic skills, proves to be indispensable for navigating the diverse religious and non-religious worldviews present in pluralistic societies. Tailored for students, educators, education researchers, and policymakers, this anthology contributes to the ongoing discourse on religious literacy. It not only provides valuable insights into the Nordic educational landscape but also fosters a global dialogue on the crucial role of education in understanding diverse worldviews.
Because spiritual life and religious participation are widespread human and cultural phenomena, these experiences unsurprisingly find their way into English language arts curriculum, learning, teaching, and teacher education work. Yet many public school literacy teachers and secondary teacher educators feel unsure how to engage religious and spiritual topics and responses in their classrooms. This volume responds to this challenge with an in-depth exploration of diverse experiences and perspectives on Christianity within American education. Authors not only examine how Christianity - the historically dominant religion in American society - shapes languaging and literacies in schooling and other educational spaces, but they also imagine how these relations might be reconfigured. From curricula to classroom practice, from narratives of teacher education to youth coming-to-faith, chapters vivify how spiritual lives, beliefs, practices, communities, and religious traditions interact with linguistic and literate practices and pedagogies. In relating legacies of Christian languaging and literacies to urgent issues including White supremacy, sexism and homophobia, and the politics of exclusion, the volume enacts and invites inclusive relational configurations within and across the myriad American Christian sub-cultures coming to bear on English language arts curriculum, teaching, and learning. This courageous collection contributes to an emerging scholarly literature at the intersection of language and literacy teaching and learning, religious literacy, curriculum studies, teacher education, and youth studies. It will speak to teacher educators, scholars, secondary school teachers, and graduate and postgraduate students, among others.
The Critical Media Literacy Guide: Engaging Media and Transforming Education provides a theoretical framework and practical applications in which educators put these ideas into action in classrooms with students from kindergarten up through the university.
This text explores the phenomenon of religious bullying as it manifests in two North American contexts and theorizes religious literacy as a viable school-based intervention to promote understanding of religious and non-religious difference. Using substantive, qualitative data from schools and communities in California and Quebec, Teaching Religious Literacy to Combat Religious Bullying examines the impact of mandatory religious literacy courses delivered in secondary schools and identifies curricula, teacher attitudes, training, and administrative support as key determinants of course impact. Drawing on Bronfenbrenner’s social-ecological framework, the text then illustrates how the environmental factors both in and outside of the school considerably influence teacher and student attitudes to religious and non-religious traditions. Practical recommendations are made to combat overarching societal trends and religious discrimination within the classroom, and context is cited as key to an effective discussion on religious literacy more broadly. This text will benefit researchers, academics, and educators with an interest in religious literacy, religious education, the sociology of education, and those looking at the field of bullying and truancy more widely. Those interested in intersectionality, marginalized communities, secularism, and educational policy will also benefit from the volume.