Book Review: Religion in the Classroom: Dilemmas for Democratic Education

Tran, Dung Q.

doi:10.15365/joce.2001182016

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“…With less than 100 pages, it is a quick read which practicing teachers will appreciate, and it offers useful insights about the legal provisions for discussing religion with students and practical ideas for promoting tolerance and open-mindedness among learners. James’ work is meant to create opportunities for “the making of more democratic spaces for us―and especially our children―to live and learn together” (James, 2015, p. xvi).…”

Section: Central Thesismentioning

confidence: 99%

“…Underlying the book's purpose is a strong advocacy for facilitating critical democratic education for a diverse society―described as “a movement toward mindfulness … meaning awareness and intention … and an ability to move beyond the self into greater communion with others” (James, 2015, p. 6). In an article from 2010, she described why democratic education is important:I have in my experience most often encountered certainty that is theologically based in Christian doctrine.…”

Section: Assumptions and Perspectivesmentioning

confidence: 99%

“…James is highly committed to equity, tolerance, and social justice, and she believes in the power of dialogue. Religion in the Classroom is a highly political book that should be understood as a tool for educators to resist “judgment, exclusion and bigotry [James] had so long despised” (James, 2015, p. xi).…”

Section: Assumptions and Perspectivesmentioning

confidence: 99%

“…In the first chapter, James introduces a former undergraduate student, aspiring teacher, and biblical Christian, Christina, who rejects democracy as limiting to her belief in an “absolute order,” “the right path,” and “the Author who designed it in the first place” (James, 2015, p. 2). In her teacher education program, Christina feels unheard and ostracized when faculty and fellow students challenge her attitude or disagree with her.…”

Section: Contentmentioning

confidence: 99%

“…After publishing several research articles on the function of religion in civic education and social justice, Religion in the Classroom is Jennifer Hauver James’ first book. With contributions from Simone Schweber, Robert Kunzman, Keith Barton, and Kimberly Logan, James seeks to examine “the relationship between religion and teaching/learning in a democratic society” and to explore “some of the ways religion figures into the experiences of teachers and students in classrooms” (James, 2015, p. ix). In a country that is built on religious freedom and the separation of church and state, exploring the influence of religion in classrooms is a bold but necessary endeavor.…”

Section: Introductionmentioning

confidence: 99%

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Book Review: Religion in the Classroom: Dilemmas for Democratic Education

Burkholdt

2017

The Journal of Social Studies Research

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IntroductionAfter publishing several research articles on the function of religion in civic education and social justice, Religion in the Classroom is Jennifer Hauver James' first book. With contributions from Simone Schweber, Robert Kunzman, Keith Barton, and Kimberly Logan, James seeks to examine "the relationship between religion and teaching/learning in a democratic society" and to explore "some of the ways religion figures into the experiences of teachers and students in classrooms" (James, 2015, p. ix). In a country that is built on religious freedom and the separation of church and state, exploring the influence of religion in classrooms is a bold but necessary endeavor. Based in her experiences as an educator, James acknowledges the influence of religious beliefs in educational contexts and renders this relationship problematic. She uncovers the ambivalence of the classroom as a space that is governed by constitutional guidelines, but that is constantly produced and re-produced by teachers and students with their individual beliefs, experiences, and desires. The work of teaching and learning is characterized by dilemmas among what educators and students are supposed to do, what actually happens in the classroom, the ideals of democratic education, and ideologized schooling.In a time of conflicts fueled by fundamentalist religious beliefs, religiocentrism (Corsini, 1999, p. 827), and the impact of voter's faith in politics (Pew Research Center, 2014), it is important to ask what role religion occupies in our life, the political system, and the public sphere. In her book, James showed that teachers need an understanding that religion has to be discussed with students, and she offered general insights for how to think about religion as an educational topic. Central thesisBased in her experience of teaching in public schools and universities for almost two decades, James sees an urgent need to openly discuss the role of religion in schools. Throughout the book, she described several encounters with students and parents in and outside the classroom which show how religious beliefs, legal principles, personal agendas, and the reality of schooling often collide, and how ideologically and emotionally charged the issue is.James suggested educational dilemmas in the classroom can be solved through dialogue, tolerance, and openmindedness. Efforts to assimilate, to suppress religious diversity, and to make the classroom a religion-free zone will not work and do not help anyone. Instead, teachers should be aware of their rights as educators within the parameters of educational law and not be afraid to discuss religion in class. James also opens the readers' eyes to how religious tradition and public education are interwoven in the United States, and how this influences the decisions educators consciously and subconsciously make. Citizens need to be aware of this entanglement, and they have to critically explore the role of religion in their life in order to make informed and thoughtful decisions about the education of...

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Section: Central Thesismentioning

confidence: 99%

Section: Assumptions and Perspectivesmentioning

confidence: 99%

Section: Assumptions and Perspectivesmentioning

confidence: 99%

Section: Contentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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