Cultivating a Religiously Literate Society: Challenges and Possibilities for America's Public Schools

Rosenblith, Suzanne; Bailey, Beatrice

doi:10.1080/00344080801909851

Cited by 11 publications

(19 citation statements)

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“…In this article, I explore how a literacy teacher and her culturally and linguistically diverse students engaged the students' Christian religious literacies in the classroom and with what outcomes. I take on this inquiry in response to the widening chasm between past eras that explicitly acknowledged the interdependence among literacy development, religion, and technology (Goody, , ; Graff, ; Kapitzke, ; Luke, ) and the contemporary situation in which these relationships are routinely ignored, marginalized, or rendered problematic (Bishop & Nash, ; Noddings, , ; Rosenblith & Bailey, ). Literacy scholarship and pedagogical practice today pays little attention to the religious lives and literacies of an increasingly diverse student population (Reyes, ; Sarroub, ).…”

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confidence: 99%

Religious Literacies in a Secular Literacy Classroom

Skerrett

2013

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A B S T R A C TThis article examines how a literacy teacher and her students engaged students' Christian religious literacies in a secular classroom and the outcomes of those transactions. Case study methods; scholarship offering historical, cultural, and social perspectives on Christian religious literacies; and the New London Group ' s theory of a pedagogy of multiliteracies assisted this investigation. Three findings are discussed: First, the teacher ' s pedagogy of multiliteracies, in recruiting students' entire cultural, linguistic, and multiliterate repertoires for academic learning, also drew on students' religious literacies for teaching and learning in school. Second, students, with their teacher ' s support, recruited their religious literacies for analyzing and understanding secular literature and for producing academic writing. Third, religious literacies in the classroom produced tensions, which the students and teacher navigated by emphasizing a shared value of human empathy and their shared commitment to classroom community, pursuing understanding of one another ' s perspectives, and seeking underlying commonalities of different, or differently articulated, religious beliefs. This research contributes more robust understandings of the role of religious literacies in the lives of an increasing demographic of culturally and linguistically diverse youths.

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confidence: 99%

Religious Literacies in a Secular Literacy Classroom

Skerrett

2013

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“…Particularly in relation to urban youths, whose religions are significant components of their social and cultural lives (Barrett, 2009(Barrett, , 2010Dallavis, 2011;Jeynes, 2010), educational researchers limit and proscribe the theoretical, analytical, and practical power of our work by circumventing the religious domain in our explorations into urban youths' literate lives. Theories of literacy as social practice (New London Group, 1996;Scribner & Cole, 1978), including foundational scholarship on religious literacies within social and cultural contexts (Heath, 1986;Kapitzke, 1995), scholarship on the educational potential of religion (e.g., Noddings, 2006;Rosenblith & Bailey, 2008), and research into the role of religion in the lives of urban youths (Barrett, 2009(Barrett, , 2010Eakle, 2007;Jeynes, 2010;Reyes, 2009) all argue for taking youths' religious identities and religious literacies into serious consideration in their education. This analysis has unlocked some of the learning that awaits educational researchers and teachers when we acknowledge and inquire into religion in students' lives.…”

Section: Discussionmentioning

confidence: 99%

“Closer to God”

Skerrett

2016

Urban Education

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This article uses case study methods and theories of literacy as social practice to explore how an adolescent developed her religious identity and religious literacies in relationship with more secular identities and literacy practices across multiple social contexts. It further examines how the youth engaged her religious identity and religious literacies concomitantly with other identities and literacy practices for developing and displaying academic identity and academic literacies in school. In so doing, the article offers important theoretical understandings and pedagogical implications relative to the potential of religious identity and religious literacies in the education of increasingly diverse urban school populations.This article uses case study methods and theories of literacy as social practice to explore how an adolescent developed her religious identity and religious literacies, and how the youth's religious identity and religious literacies entered and shaped her academic engagements in school. It argues that

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“…18 Rosenblith and Bailey provide more specific learning targets that exist at higher levels of Bloom's Taxonomy (using analysis, contextualization, and synthesis). 19 A document from the field of English education was identified as congruent with the aim of religious literacy when, at the most basic level, knowledge of religious issues and texts were important inasmuch as they assisted with the meaning of another text. For example, the Common Core standards require that students ''analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.''…”

Section: Analytic Categoriesmentioning

confidence: 99%