Learning to Teach about Religion in Public Schools: Perspectives and Experiences of Student Teachers in the Program for Religion and Secondary Education at Harvard Divinity School

Evans, Michael P.

doi:10.1080/15507394.2007.10012404

Cited by 4 publications

(4 citation statements)

References 19 publications

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“…However, Maley (2013) argues that through studying others religions, students can have a more compassionate view toward others. Evans (2007) further argues that having a level of religious literacy helps students to more fully participate in the democratic society. Anderson, Cook & Mathys, (2013) in their study found the preservice teachers overall lacked sufficient knowledge of world religions to adequately teach them within their classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the Christian Teachings on Immigration in the Social Studies Classroom

McCorkle

2021

The Social Studies

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Discussions on immigration in the social studies classroom have often focused on the political ideologies that frame the debate. Often, the religious and ethical frameworks surrounding immigration are often overlooked. This article provides a rationale for exploring the teachings of the Christian scriptures in relation to immigration, particularly in the U.S. social studies classroom. Though there is a relevance for all denominations of Christianity, there is particular focus on Protestantism. The reason behind this approach is based in Christianity's strong influence on the United States' society. However, it is also a religion where there is often little depth of knowledge and thus a source that can easily be manipulated by those in power. This article examines how teachers can help lead students into an exploration of Christian teachings on the importance of having a stance of compassion toward immigrants and ensuring they receive equal justice. This focus on the Christian teachings of immigration can be relevant for both Christian students, those of other faith traditions, and those who have no faith tradition. Ideally, the students will more thoroughly and accurately understand this crucial intersection of faith and immigration and move toward a just and inclusionary perspective on immigrant rights.

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Section: Literature Reviewmentioning

confidence: 99%

Exploring the Christian Teachings on Immigration in the Social Studies Classroom

McCorkle

2021

The Social Studies

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“…Terror in religion, depending upon the perspective of the individual, takes many forms. Often, students have misinformed ideas about religions which are not their own or are not prevalent in their geographic area (Evans, 2007;Tannebaum, 2018). Students may in some instances prescribe terror as an expected action of one religion over another due to a lack of information or misinformation (Saiya, 2015;Silberman et al, 2005).…”

Section: Activity One: Expert Community Panelsmentioning

confidence: 99%

“…There are numerous approaches through which teachers and students are able to unpack and analyze religion but often these approaches are very traditional and incorporate a hands-off approach to religion. Evans (2007) notes that religion must be studied due to its integral nature within the lives of citizens in the USA, due to its potential impact, both religiously and secularly. Patrick et al (2017) suggest religion should be studied, specifically in social studies, as a means of teaching diversity and argue that to ignore religion in social studies is to ignore a fundamental part of the human experience.…”

Section: Introductionmentioning

confidence: 99%

Religion, social studies and citizenship: reframing religion through the lens of citizenship

Hollstein

Hawley

2019

SSRP

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Purpose The purpose of this paper is to present an alternative approach to studying religion in social studies classrooms through reframing. The authors encourage this reframing through the lens of citizenship and terror as a human experience. Design/methodology/approach This is a practitioner’s piece and did not include research methodology or design. Findings This is a practitioner’s piece and did not include any findings. Practical implications This paper presents practical approaches to examining religion in social studies classrooms through a comparison with citizenship and the lens of terror. The authors offer activities which current classroom teachers will be able to put into action immediately. In addition, the authors offer a detailed background for further study if teachers wish to learn more. Social implications This paper presents ways to study religion in the social studies and in the current fractured social environment the authors feel is needed. The authors wish to showcase how to examine a controversial issue in a reflective, respectful and honest fashion. Originality/value The authors present the idea of studying religion through the lens of terror while showcasing how it mirrors the requirements of citizenship. The authors believe that studying religion in this way in the social studies will help to demystify the topic and allow students to unpack religion as a topic in social studies.

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“…Despite the ubiquity of world religions in state standards for social studies, many teachers historically have avoided the subject, either partially or entirely (Black, 2003;Evans, 2007;Evans, 2008;Graves, Hynes, & Hughes, 2010;Oldendorf & Green, 2005;Passe & Wilcox, 2009;Wexler, 2002;Zam & Stone, 2006), for a variety of reasons. Furthermore, there is a paucity of research on pre-service and in-service training on teaching about religion.…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Teachers’ Middle-Level Lessons on World Religions: Planning, Teaching, and Reflecting

Anderson¹,

Cook²,

Mathys³

2013

JEL

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The purpose of this study was to examine how 22 elementary pre-service teachers (PSTs) planned and taught lessons on world religions to 7 th -grade students. Pre-and post-lesson interview transcripts, lesson observations, as well as PST lesson plans and reflection journals served as data sources. Prior to teaching, the PSTs lacked adequate knowledge of world religions, were apprehensive about the task, and sought to teach without bias. Despite attempts at powerful and purposeful social studies teaching that was student-centered, the PSTs portrayed a bias toward Christianity, lacked solemnity, and were unprepared for student reactions. Because nearly each state includes world religions in its social studies standards, teachers must improve their capacity and willingness to teach world religions effectively.

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Learning to Teach about Religion in Public Schools: Perspectives and Experiences of Student Teachers in the Program for Religion and Secondary Education at Harvard Divinity School

Cited by 4 publications

References 19 publications

Exploring the Christian Teachings on Immigration in the Social Studies Classroom

Exploring the Christian Teachings on Immigration in the Social Studies Classroom

Religion, social studies and citizenship: reframing religion through the lens of citizenship

Pre-Service Teachers’ Middle-Level Lessons on World Religions: Planning, Teaching, and Reflecting

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