Critical reflections on the interfaith movement: A social justice perspective.

Edwards, Sachi

doi:10.1037/dhe0000053

Cited by 29 publications

(20 citation statements)

References 30 publications

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“…These contexts generate different initiatives in each country for the promotion of diversity. Hence, cultural difference (Martí-Noguera et al, 2017), ethnic, linguistic, and religious diversity (Vertovec, 2015;Edwards, 2018), functional diversity (Infante and Matus, 2009;Lledó et al, 2012), and gender diversity (Buquet et al, 2013) are analysed. Recent studies show how select universities consolidate prestige through diversity by representing it and developing practices that impact their underrepresented students (Holland and Ford, 2021).…”

Section: Representations Of Diversity In Universitiesmentioning

confidence: 99%

Percepción de actores sociales sobre las políticas de diversidad en las universidades españolas

Iáñez-Domínguez¹,

Díaz-Jiménez²,

Izquierdo³

2021

conrec

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La diversidad es una realidad cada vez más presente en las instituciones de educación superior, vinculada a la globalización y la presencia de estudiantes no convencionales. Investigaciones previas han explorado la percepción de los estudiantes y del profesorado sobre la diversidad en el contexto universitario. Sin embargo, se tienen pocas evidencias sobre cómo perciben la diversidad actores sociales que colaboran con las instituciones de educación superior. Este artículo indaga sobre percepciones de actores sociales respecto a la diversidad en la universidad, en concreto, se analizan las percepciones sobre las medidas que las universidades ponen en marcha para responder a la diversidad y sobre los retos que presenta la diversidad paras las instituciones de educación superior. Utilizando una metodología cualitativa, se realizan 18 entrevistas semiestructuradas a actores sociales vinculados a 8 universidades españolas. Los resultados indican que los actores sociales interpretan la diversidad de manera diferente, aunque sus concepciones, en general, suelen estar vinculadas a los colectivos tradicionalmente asociados a la diversidad: género y discapacidad. Esto muestra la invisibilización de ciertos grupos y sobre todo la relación percibida entre diversidad y cuestiones relacionadas con las desigualdades y la equidad. Las conclusiones analizan iniciativas que podrían facilitar la colaboración con los agentes sociales para avanzar en la agenda de compromiso social en las universidades.

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Section: Representations Of Diversity In Universitiesmentioning

confidence: 99%

Percepción de actores sociales sobre las políticas de diversidad en las universidades españolas

Iáñez-Domínguez¹,

Díaz-Jiménez²,

Izquierdo³

2021

conrec

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“…One of the key goals of contemporary higher education is to prepare students to function in an increasingly diverse world where they will encounter people with different identities, including those pertaining to religion. The intentional and positive engagement with one's religion as well as engagement across faith lines is crucial (Edwards 2018;Larson and Shady 2012;Patel and Meyer 2011). Thankfully, there has been a noticeable movement in higher education circles towards more support for interfaith learning and development (Carter et al 2020;Patel and Meyer 2009).…”

Section: Religion In Public Higher Educationmentioning

confidence: 99%

StateChurch: Bringing Religion to Public Higher Education

2021

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Religion undeniably impacts life in modern society in numerous ways. In the U.S., discussions about religion in public life often start at the First Amendment of the U.S. constitution as fundamental to the separation of church and state. Public higher education does not necessarily share established associations with any religion, but is not free from religious influence. Although Christian influences are undeniably present on public campuses, educators hesitate to discuss religion and spirituality due in part to a pedestrian understanding of the establishment clause and epistemologies that artificially equate secularism with intellectualism. This paper examines case studies conducted at five public U.S. institutions. Focus groups and interviews highlight what different public campuses are doing to address religious diversity, and how they are succeeding or failing to accommodate the needs of students. Findings indicate that executive leaders’ attitudes towards religious diversity on campus are essential for sustained interfaith efforts, but fell short without bottom-up buy-in. Faculty in particular served as key bottom-up leaders for interfaith motivation on campus with students often feeling most comfortable exploring different worldviews within the classroom. This study provides reasonable and responsible pathways toward helping locate religion within public education, and substantiating interfaith ideas as necessary for an informed and responsible global citizenry.

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“…Some scholars take issue regarding the use of interfaith (Allocco, Claussen, and Pennington 2018;McCarthy 2018), a descriptor that implies an emphasis on faith as personal devotion, an aspect shared by many but not all traditions. Within U.S. higher education, interfaith refers to engagement with a diverse range of student religious and nonreligious worldviews, and critical authors prod the field to a more socially just vision for interfaith practice (Edwards 2018;Small 2020). Religion is a similarly problematic concept, understood by scholars of religion to have arisen from a distinctly Western understanding that was then applied hegemonically to the other (Dubuisson 2003;Small 2020).…”

Section: Problematic Termsmentioning

confidence: 99%

Religious Literacy and Interfaith Cooperation: Toward a Common Understanding

Bowling

2021

Religious Education

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In recent years universities have given increasing attention to religious pluralism on campus. There exists potential for different fields in U.S. higher education to partner toward strategic goals for religious understanding. This conceptual article finds that while key stakeholders are aware of each other's work, it is largely uncoordinated, with each field relying on its own terminologies. The author applies a lens of transdisciplinarity to explore conceptualizations of religious literacy and interfaith work from chaplaincy, religious studies, and student affairs in U.S. higher education, arguing for the importance of partnership and agreement on a common lexicon.

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Critical reflections on the interfaith movement: A social justice perspective.

Cited by 29 publications

References 30 publications

Percepción de actores sociales sobre las políticas de diversidad en las universidades españolas

Percepción de actores sociales sobre las políticas de diversidad en las universidades españolas

StateChurch: Bringing Religion to Public Higher Education

Religious Literacy and Interfaith Cooperation: Toward a Common Understanding

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