Forum: Insiders, Outsiders, and Disclosure in the Undergraduate Classroom
In this set of essays, three authors provide different perspectives on whether personal religious sensibilities and identities affect the ways we teach religion. Elliott Bazzano discusses how, as a white Muslim convert teaching at a Catholic college, he incorporates selective autobiographical anecdo...
| Veröffentlicht in: | Teaching theology and religion |
|---|---|
| Nebentitel: | Insiders, Outsiders, and Disclosure in the Undergraduate Classroom |
| VerfasserInnen: | ; ; |
| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
| Journals Online & Print: | Lade...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
Wiley-Blackwell
[2016]
|
| In: |
Teaching theology and religion
Jahr: 2016, Band: 19, Heft: 3, Seiten: 276-295 |
| IxTheo Notationen: | AH Religionspädagogik |
| weitere Schlagwörter: | B
Pedagogy
B Authority B Identity B insider-outsider |
| Online Zugang: |
Volltext (Verlag) Volltext (doi) |
| Zusammenfassung: | In this set of essays, three authors provide different perspectives on whether personal religious sensibilities and identities affect the ways we teach religion. Elliott Bazzano discusses how, as a white Muslim convert teaching at a Catholic college, he incorporates selective autobiographical anecdotes into his classes as a way to problematize the meaning of "insider" and "outsider," and pushes his students to recognize the many layers of identity that any given person embodies at a given time. In the second essay, Audrey Truschke explains why she makes no reference to her own religious beliefs or affiliations in class as part of her strategy to demonstrate how students can study any religion regardless of personal convictions. In the third essay, Jayme Yeo explores the benefits of discussing personal religious identity as a means to resist the categories of "inside" and "outside," which she sees as heterogeneous concepts that do not always offer explanatory power upon close examination. |
|---|---|
| ISSN: | 1467-9647 |
| Bezug: | Erweitert durch "Muslim in the Classroom" Erweitert durch "Imaginative Outsiders" Erweitert durch "The Fictional Gap" |
| Enthält: | Enthalten in: Teaching theology and religion
|
| Persistent identifiers: | DOI: 10.1111/teth.12338 |