Using critical curriculum theory as its lens, this book explores the relationship between religion—specifically, Christianity and the Judeo-Christian ethos underlying it—and secular public education in the United States. Despite various 20th-century court decisions separating religion and education, the authors challenge that religion is in fact absent from public education, suggesting instead that it is in fact very much embedded in current public educational practices and discourses and in a variety of assumptions and perspectives underlying understandings of teaching, learning, and teacher preparation. The book reframes the discussion about religion and schooling, arguing that it remains in the language and metaphors of education, in the practices and routines of schooling, in conceptions of the "’child" and the "teacher" (and what happens between them in the spaces we call "learning," the "classroom," and "curriculum") as well as in assumptions about the role of schools emanating from such conceptions and in the current movement toward accountability, standardization, and testing. Christian Privilege in U.S. Education examines not whether Christianity has a place in public education but, rather, the very ways in which it is pervasive in a legally secular system of education even when religion is not a topic taught in school.
Using critical curriculum theory as its lens, this book explores the relationship between religion—specifically, Christianity and the Judeo-Christian ethos underlying it—and secular public education in the United States.
Author: Kevin J. Burke
Publisher: Taylor & Francis
Because spiritual life and religious participation are widespread human and cultural phenomena, these experiences unsurprisingly find their way into English language arts curriculum, learning, teaching, and teacher education work. Yet many public school literacy teachers and secondary teacher educators feel unsure how to engage religious and spiritual topics and responses in their classrooms. This volume responds to this challenge with an in-depth exploration of diverse experiences and perspectives on Christianity within American education. Authors not only examine how Christianity – the historically dominant religion in American society – shapes languaging and literacies in schooling and other educational spaces, but they also imagine how these relations might be reconfigured. From curricula to classroom practice, from narratives of teacher education to youth coming-to-faith, chapters vivify how spiritual lives, beliefs, practices, communities, and religious traditions interact with linguistic and literate practices and pedagogies. In relating legacies of Christian languaging and literacies to urgent issues including White supremacy, sexism and homophobia, and the politics of exclusion, the volume enacts and invites inclusive relational configurations within and across the myriad American Christian sub-cultures coming to bear on English language arts curriculum, teaching, and learning. This courageous collection contributes to an emerging scholarly literature at the intersection of language and literacy teaching and learning, religious literacy, curriculum studies, teacher education, and youth studies. It will speak to teacher educators, scholars, secondary school teachers, and graduate and postgraduate students, among others.
Perspectives on English Language Arts Curriculum, Teaching, and Learning
Mary M. Juzwik, Jennifer C. Stone, Kevin J. Burke, Denise Dávila ... Christian
privilege in US education: Legacies and current issues. New York: Routledge.
Author: Mary M. Juzwik
With 695 signed entries with cross-references and recommended readings, the Encyclopedia of Diversity in Education, Four-Volume Set, in both print and electronic formats, presents research and statistics, case studies and best practices, policies and programs at pre- and post-secondary levels.
Contemporary Chinese America: Immigration, ethnicity, and community
transformation. Philadelphia: Temple University Education Press. Perspectives in
Education Christian Privilege in Schools and Society Christian privilege refers to
Author: James A. Banks
Now we have God's care , his fellowship , the enjoyment of Christian experience ;
hereafter we shall have heaven and eternal life . Through ... For after all it is
God's recognition of us as his children which gives us all our privilege . “ After
Category: Religious education
We trust that a few months of rest will give her back to us with renewed vigor and
strength . ... of the Word of Life , and of the refinements and courtesies which are
the outgrowth of a truly Christian education . ... We have felt the inspiration there
received in quickened response to our Christian privilege , and in a heartier ...
Author: Woman's Board of Missions
Vols. 1898- include a directory of publishers.
Educational Census of Great Britain , roy . 8vo , 23 ... Christianity in the Kitchen :
a Physiological Cook - Book , 12mo , 78 6d Boston , U.S. . ... Snow .1843
Happiness Considered , 18mo , 2s Snow .1845 Christian's Privilege , 18mo , ls
Category: English literature
A. W. Robinson , B.D. , gives us what does not go by that name but is very like
that thing . A few verses from the OUR ... on St. education in Britain . It is not with
him a Paul's teaching as to Christian Privilege and question of competing schools
A . W . Robinson , B . D . , gives us what does not go by that name but is very like
that thing . A few verses from the OUR NATIONAL ... s teaching as to Christian
Privilege and question of competing schools . He is not Christian Character .
Author: James Hastings
The Board of Education, in sending out its sixth annual report, recognizes that, as
in other connectional interests, so in our educational ... of their will; that the whole
manhood, in the wide range of its faculties, be consecrated to Him who loved us
and gave himself for us. ... the deep things of God; not a narrow conception of
Christian privilege and of Christian duty, Anson tool to dolloq on splout: Ioanuo
Author: Methodist Episcopal Church, South. Board of Education
Bless the schools of good learning with quietness , and grant to every work of
mercy an even course . ... glad consent of their will ; that the whole manhood , in
the wide range of its faculties , be consecrated to him who loved us and gave
himself for us . ... a narrow conception of Christian privilege and of Christian duty ,
incapable of understanding the profoundest principles , the most generous
Author: Bp. William Franklin Anderson
Without Without confining our remarks to institutions of implying any more than
ordinary imperfection in learning , we may say , more ... Pray statedly Christian
graces of others , has a bearing upon the in public “ to the Lord of the harvest to
send forth matter before us . ... present time , strength . gives an emphasis to
whatever of truth may be conIt is a great privilege for all God's people to invoke
tained in ...
And we are sustained in this view by the judgment of the world around us . It
favours hero ... They always improve with adequate opportunity and education ,
and men should be commiserated if they are bad , and not blamed . And so ,
Author: Thomas Gunn Selby
Category: Holy Spirit
How can I apply learning and social justice theory to become a better facilitator? Should I prepare differently for workshops around specific identities? How do I effectively respond when things aren’t going as planned? This book is intended for the increasing number of faculty and student affairs administrators – at whatever their level of experience -- who are being are asked to become social justice educators to prepare students to live successfully within, and contribute to, an equitable multicultural society. It will enable facilitators to create programs that go beyond superficial discussion of the issues to fundamentally address the structural and cultural causes of inequity, and provide students with the knowledge and skills to work for a more just society. Beyond theory, design, techniques and advice on practice, the book concludes with a section on supporting student social action. The authors illuminate the art and complexity of facilitation, describe multiple approaches, and discuss the necessary and ongoing reflection process. What sets this book apart is how the authors illustrate these practices through personal narratives of challenges encountered, and by admitting to their struggles and mistakes. They emphasize the need to prepare by taking into account such considerations as the developmental readiness of the participants, and the particular issues and historical context of the campus, before designing and facilitating a social justice training or selecting specific exercises. They pay particular attention to the struggle to teach the goals of social justice education in a language that can be embraced by the general public, and to connect its structural and contextual analyses to real issues inside and outside the classroom. The book is informed by the recognition that “the magic is almost never in the exercise or the handout but, instead, is in the facilitation”; and by the authors’ commitment to help educators identify and analyze dehumanizing processes on their campuses and in society at large, reflect on their own socialization, and engage in proactive strategies to dismantle oppression.
... SECTION explores the importance of understanding specific and intersecting
social identities in social justice education. ... and in Chapter 11, the authors
provide an example of an entire program that brings to light U.S. Christian
Author: Lisa M. Landreman
Publisher: Stylus Publishing, LLC
United States. than under any sectarian system . Therefore we uphold and
extend the Church . But the present members of sects are not , usually ... As I
once heard a bishop say , himself originally a Presbyterian , “ they are in bad luck
; ” but they are so by birth and education , not by choice . ... In seceding from the
Church's communion they sacrificed much , but not all , of Christian privilege and
Author: United States
stances common consistency would have required us to say to them without
equivocation or circumlocution , « Till you cease to be ... The Calabar slaveholder
has not been educated , like the American , amid the blaze of Christian privilege ;
he does not inherit the rich ... But it is clear that with their convictions they must
oppose every system of national education ; offering to each more or fewer
Let us look this question in the face . First of all , it is patent that no one really ...
Churches , clergy , Christian schools , every form of Christian privilege , must be
subscribed for by those who needed them . The devout would , no doubt , give ...
Author: Roundell Palmer Earl of Selborne
Category: Christianity and politics
Let Christian parents , who are admitted to the France to pronounce provision for
labour a visionary privilege of baptism for their children , lay ... Let them
remember that Let us try to throw a little light upon this subject , Christian
privileges involve corresponding obliga - | if possible , and let ... They have
almost no education .
Author: W M H
Those who were cause of Christ . privileged to attend the Meeting of Ministry and
... Society , but from time to time in the Lord ' s sight , the Friends ' First - day
School Association , and great mercy realized amongst us , in the presence and ...
Category: Society of Friends
Leader : We believe that unto us God Love and Loyalty to Our Homes has
granted the highest of Christian privileges — the ... Response : In recognition of
this great Love and Loyalty to Our Church CALL TO WORSHIP : privilege , we
Category: Christian education
"From meetings and conversation with men, love affairs arise. In the midst of pleasures, banquets, dances, laughter, and self-indulgence, Venus and her son Cupid reign supreme. . . . Poor young girl, if you emerge from these encounters a captive prey! How much better it would have been to remain at home or to have broken a leg of the body rather than of the mind!" So wrote the sixteenth-century Spanish humanist Juan Luis Vives in a famous work dedicated to Henry VIII's daughter, Princess Mary, but intended for a wider audience interested in the education of women. Praised by Erasmus and Thomas More, Vives advocated education for all women, regardless of social class and ability. From childhood through adolescence to marriage and widowhood, this manual offers practical advice as well as philosophical meditation and was recognized soon after publication in 1524 as the most authoritative pronouncement on the universal education of women. Arguing that women were intellectually equal if not superior to men, Vives stressed intellectual companionship in marriage over procreation, and moved beyond the private sphere to show how women's progress was essential for the good of society and state.
They are sometimes heard by the living, and they know many of our actions and
events either through the privilege of their beatitude or through the intermediacy
of angels, who frequently communicate between them and us. Therefore, the ...
Author: Juan Luis Vives
Publisher: University of Chicago Press