Naming, race, and white supremacy in the teaching of religion and Islam: Incorporating intersectional interventions
The need to confront issues of race and white supremacy in our teaching of religion is critically important, but through the pedagogical convention of naming, we take the first step in inviting our students to understand the hows and whys of it. I will explore the ways that Charles Long's theor...
| 1. VerfasserIn: | |
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| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
| Journals Online & Print: | Lade...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
Wiley-Blackwell
[2019]
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| In: |
Teaching theology and religion
Jahr: 2019, Band: 22, Heft: 4, Seiten: 239-252 |
| RelBib Classification: | AH Religionspädagogik BJ Islam CH Christentum und Gesellschaft KBQ Nordamerika NBE Anthropologie |
| weitere Schlagwörter: | B
Black Lives Matter
B White Supremacy B Naming B Racism B Signification B Islam and race B race and religion |
| Online Zugang: |
Vermutlich kostenfreier Zugang Volltext (Resolving-System) Volltext (doi) |
| Zusammenfassung: | The need to confront issues of race and white supremacy in our teaching of religion is critically important, but through the pedagogical convention of naming, we take the first step in inviting our students to understand the hows and whys of it. I will explore the ways that Charles Long's theory of signification and counter-signification can be pedagogically deployed to incorporate intersectional interventions in the teaching of religion in America, specifically in the case of an Islam in America course. |
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| ISSN: | 1467-9647 |
| Enthält: | Enthalten in: Teaching theology and religion
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| Persistent identifiers: | DOI: 10.1111/teth.12501 |