In the World, But Not of the World: Understanding Conservative Christianity and Its Relationship With American Public Schools

Bindewald, Benjamin J.

doi:10.1080/00131946.2015.1015343

Cited by 5 publications

(2 citation statements)

References 9 publications

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“…People of color, religious minorities, women, immigrant groups, and members of LGBTQIQA (lesbian, gay, bisexual, trans, queer, intersex, questioning, asexual) communities have long fought for the inclusion of their perspectives; yet even as this resistance has led to a widening of the curriculum, content is still generally taught from the perspective of those in power, without any critical analysis of the ways in which systemic oppression operates (Brown & Brown, 2010; Spring, 2016). Instead, research shows that those in power have led efforts to ensure that any curricular changes still adhere to White supremacist, Christian visions of the United States (Bindewald, 2015; Venzant-Chambers, 2009).…”

Section: Guiding Perspectivesmentioning

confidence: 99%

“I Don’t Want to Come Off as Pushing an Agenda”: How Contexts Shaped Teachers’ Pedagogy in the Days After the 2016 U.S. Presidential Election

Dunn

Sondel

Baggett

2018

American Educational Research Journal

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Guided by perspectives on the sociopolitical contexts of schooling, control of teachers’ curriculum and instruction, and teaching of elections, we use findings from a national questionnaire to explore the contexts that shaped teachers’ pedagogical decision making following the 2016 U.S. presidential election. Our findings reveal that classroom, school, district, state, and national contexts often manifested in pressure from colleagues, parents, the administration, the district, and the public. This pressure is reflective of the lack of trust, autonomy, and professionalism for teachers in our current climate. The days immediately following the election revealed new understandings about teachers’ views on neutrality, opportunities for agency within control of teachers’ work, and a call for justice-oriented pedagogy. Implications for teacher education, practice, and research are discussed.

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Section: Guiding Perspectivesmentioning

confidence: 99%

“I Don’t Want to Come Off as Pushing an Agenda”: How Contexts Shaped Teachers’ Pedagogy in the Days After the 2016 U.S. Presidential Election

Dunn

Sondel

Baggett

2018

American Educational Research Journal

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“…Bu karar, devlet okullarındaki biyoloji derslerinde Akıllı Tasarım'ın öğretilmesi için yapılan çabaları sona erdirmiştir. 91 Pewforum tarafından 2014 yılında yapılan bir ankete göre, Amerikalı yetişkinlerin %33'ünün insanlar ve diğer canlıların dünyanın başlangıcından bu yana bugünkü haliyle var olduğuna inandıklarını bildirmiştir. Evanjelikler arasında bu oran %64'tür.…”

Section: E) Evrim Karşıtlığıunclassified

Evanjelik Hareketin ABD Siyaset Kurumundan Dinî Talepleri Üzerine Bir İnceleme

Yılmaz¹

2020

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The Aftermath ofHobby LobbyandObergefell:A Reconceptualization of Religious Freedom in the United States and its Potential Implications for Public Schools and Pluralist Democracies

Bindewald

Rosenblith

Green

2017

Educational Studies

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In the World, But Not of the World: Understanding Conservative Christianity and Its Relationship With American Public Schools

Cited by 5 publications

References 9 publications

“I Don’t Want to Come Off as Pushing an Agenda”: How Contexts Shaped Teachers’ Pedagogy in the Days After the 2016 U.S. Presidential Election

“I Don’t Want to Come Off as Pushing an Agenda”: How Contexts Shaped Teachers’ Pedagogy in the Days After the 2016 U.S. Presidential Election

Evanjelik Hareketin ABD Siyaset Kurumundan Dinî Talepleri Üzerine Bir İnceleme

The Aftermath ofHobby LobbyandObergefell:A Reconceptualization of Religious Freedom in the United States and its Potential Implications for Public Schools and Pluralist Democracies

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