Teaching about teaching sexuality and religion

Abstract

Classroom instructors implementing pedagogical strategies for embodied learning about sexuality and religion need institutional support and assistance from colleagues and mentors to be successful. One means of providing institutional and peer support for classroom instructors is to host and lead a pedagogy workshop. Building on the work of Ott and Stephens on embodied learning and other articles and teaching tactics found throughout this issue of Teaching Theology and Religion, this article presents a sample design for a twohour workshop with faculty and/or graduate teaching assistants on the topic of teaching sexuality and religion. Non-expert facilitators can lead this workshop and it is intended to start a conversation about pedagogy rather than to provide definitive answers to end the discussion. The goals are to demystify a taboo topic and to provide concrete strategies for teaching that will promote responsible engagement and a better-integrated learning experience for students.

Embodied learning: Teaching sexuality and religion to a changing student body

“…We intentionally limited our initial work, accomplished through this grant, to those instructors already comfortable with sexuality as a topic and who were thus more likely to effect the change from content‐based pedagogy to a perspective transformation approach. Enabling instructors to become more confident, knowledgeable, and comfortable teaching sexuality and embodiment is a follow‐up task to this initial effort (Stephens, ).…”

Teaching sexuality and Christianity for perspective transformation: Suggested resources and strategies

“…Group agreements are invaluable to creating a learning community in any course. Stephens () describes Ott's process of initiating a ground rules conversation with the topic of confidentiality, which is vital to fostering honest dialogue about sensitive subjects. Questions I have used include: What are important guidelines for respectful dialogue and maintaining confidentiality?…”

“…In my experience, drawing attention to who is granted social authority to speak helps students “hear each other to speech” during small and large group discussions. Stephens () notes the importance of debriefing this activity. Additionally, periodically revisiting the ground rules throughout a term reminds participants of their commitment to one another and allows them to renegotiate the agreement.…”