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...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
[2019]
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| In: |
Teaching theology and religion
Year: 2019, Volume: 22, Issue: 4, Pages: 239-252 |
| IxTheo Classification: | AH Religious education BJ Islam CH Christianity and Society KBQ North America NBE Anthropology |
| Further subjects: | B
White Supremacy
B Naming B Racism B Signification B Islam and race B Black lives matter movement B race and religion |
| Online Access: |
Volltext (Resolving-System) Volltext (doi) |
| Summary: | 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 |
| Contains: | Enthalten in: Teaching theology and religion
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| Persistent identifiers: | DOI: 10.1111/teth.12501 |