Comprehensive Religious Studies in Public Education: Educating for a Religiously Literate Society

Rosenblith, Suzanne; Bailey, Bea

doi:10.1080/00131940701513151

Cited by 13 publications

(5 citation statements)

References 8 publications

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“…Much of the existing literature was either theoretical (e.g., McDaniel, 2004;Trousdale, 2004, Interplay), editorial (e.g., Peyton and Jalongo, 2008), pragmatic (e.g., Green and Oldendorf, 2005;Whittaker et al, 2009;Rosenblith and Bailey, 2007), or primarily reviews of children's books conducive to critical discussions (e.g., Janlert, 1992;Everett et al, 2007). One study, Christine Jarvis' (2008) review of Cate Tiernan's ''Wicca'' series, involved a content analysis of how witchcraft was presented in the series, but this research focused on only one religion.…”

Section: Content Analysismentioning

confidence: 98%

“…Other English-speaking, religiously diverse countries such as Australia, New Zealand, the United Kingdom, and Canada demonstrate support for religious studies with required and elective courses at the secondary level (Rosenblith and Bailey, 2007). Despite U.S. political support for religious diversity in classrooms, ''world religions are rarely addressed in traditional social studies materials and textbooks before sixth grade'' (Ayers and Reid, 2005, p. 17).…”

Section: Content Analysismentioning

confidence: 98%

“…As global populations become increasingly diverse, schools can be an ideal venue for teaching about world religions (as opposed to teaching religion). Public school may be the only place where all children can learn about world religions in a respectful, balanced, and potentially comprehensive manner (Rosenblith and Bailey, 2007), given the existence of classroom settings in which dialogic discussions involving religious pluralism 1 take place. However, we recognize that education about religious diversity may be difficult if classroom members, including teachers, are part of the mainstream, dominant religion and do not feel the need to explore religious diversity.…”

Section: Content Analysismentioning

confidence: 99%

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Conveying a Stance of Religious Pluralism in Children’s Literature

Sanders

Foyil

Graff³

2010

Child Lit Educ

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Religious discrimination is a global concern, as social dissonance and devastating violence result from religious intolerance. In order to develop socially competent, global citizens and create a peaceful society, religious diversity must be explored in public school classrooms; yet it remains a controversial and seldom addressed topic. Children's literature that conveys religious pluralism can help teachers start this crucial conversation. A content analysis of 14 religiously pluralistic texts was conducted to understand how children's authors enact a pluralistic Jennifer Sanders is an Assistant Professor of Literacy Education at Oklahoma State University where she teaches both undergraduate and graduate literacy courses. Her research interests include K-12 writing instruction, connections between the arts and writing, nonfiction literacy, and multicultural children's literature.Kris Foyil is a doctoral student in Professional Education Studies at Oklahoma State University with an emphasis in literacy education. She is also a clinical faculty member at the University of Tulsa in the Department of Communication Disorders. Her dissertation research is focused on exploring the nonfiction literacy development of toddler and preschool aged children.Jennifer M. Graff is an assistant professor in the Language and Literacy Education department at The University of Georgia in Athens where her teaching and scholarship focuses on critical analyses of children's literature and reading engagement.

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Section: Content Analysismentioning

confidence: 98%

Section: Content Analysismentioning

confidence: 98%

Section: Content Analysismentioning

confidence: 99%

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Conveying a Stance of Religious Pluralism in Children’s Literature

Sanders

Foyil

Graff³

2010

Child Lit Educ

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“…The fears of indoctrination and unscholarly practice are behind many of these justified fears. However, as Rosenblith and Bailey (2007) highlight, there should be more religion in the classroom, not less. Though the Court case of School District of Abington Tp.…”

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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“…Incongruously, religion is already part of the social studies curriculum in most states; however, many teachers tend to avoid teaching about this aspect of culture due to lack of training or misunderstanding of what can and cannot be taught about religion in a classroom (Passe & Willox, 2009;Rosenblith & Bailey, 2007). Therefore, for many U.S. residents, public discussion and information on religion begins in a classroom like mine, in one of the roughly 40% of community colleges that actually offer courses in the academic study of religion according to the 2005 joint survey by the American Academy of Religion (the largest association of religion scholars in the world) and the Community College Humanities Association ("Survey Gives Insight," 2006).…”

Section: Melissa Maleymentioning

confidence: 99%