De-Centering Religion as Queer Pedagogical Practice
Inasmuch as the value of teaching rests in its liberating consciousness-raising possibilities, teaching theological ethics ought to aim toward and build upon justice-oriented practice. My efforts at justice-making in the classroom, especially around the subjects of race, gender, and sexuality, assum...
| Published in: | Bulletin for the study of religion |
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| Main Author: | |
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Equinox
2010
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| In: |
Bulletin for the study of religion
Year: 2010, Volume: 39, Issue: 4 |
| Further subjects: | B
Ethics
B Queer B Pedagogy B Race B Sexuality B Youth |
| Online Access: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Summary: | Inasmuch as the value of teaching rests in its liberating consciousness-raising possibilities, teaching theological ethics ought to aim toward and build upon justice-oriented practice. My efforts at justice-making in the classroom, especially around the subjects of race, gender, and sexuality, assume the necessity of diverse individual’s and communities’ real experiences of moral agency, thereby de-centering religion as the norm for doing ethics. Thus, religion, and specifically Christianity, becomes a source within the scholarly endeavor. In this paper, I delineate my own experiences and practices of teaching race, gender and sexuality in two contexts, offering explanations of the ways those practices de-center religious perspectives and privilege experience as a source. |
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| ISSN: | 2041-1871 |
| Contains: | Enthalten in: Bulletin for the study of religion
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| Persistent identifiers: | DOI: 10.1558/bsor.v39i4.004 |