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...
| 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: |
Equinox
2010
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| In: |
Bulletin for the study of religion
Jahr: 2010, Band: 39, Heft: 4 |
| weitere Schlagwörter: | B
Ethics
B Queer B Pedagogy B Race B Sexuality B Youth |
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Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Zusammenfassung: | 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 |
| Enthält: | Enthalten in: Bulletin for the study of religion
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| Persistent identifiers: | DOI: 10.1558/bsor.v39i4.004 |