Religion and social movements

Burns, Gene; Kniss, Fred

doi:10.1002/9780470674871.wbespm484

Cited by 15 publications

(3 citation statements)

References 14 publications

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“…According to their demographic data, all of the current study's participants were affiliated (either as members or administrators) with an Islamic organization. This indicates that the resources provided by a religious organization can result in the formation of social or political movements (Burns & Kniss, 2013). According to Resource Mobilization Theory (RMT; McCarthy & Zald, 1977), resources are at the root of group efficacy.…”

Section: Discussionmentioning

confidence: 99%

Palestinian Solidarity Action: The Dynamics of Politicized and Religious Identity Patterns Among Student Activists

Shadiqi¹,

Muluk²,

Milla³

2018

Makara Hubs-Asia

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This study attempted to explain the factors that lead Muslim student activists to participate in Palestinian solidarity actions by testing the Social Identity Model Collective Action model (SIMCA, van Zomeren, Postmes, & Spears, 2008). A survey of 303 student members/administrators of Islamic organizations was conducted. The sample was obtained from more than seven Islamic-based student organizations. Collective solidarity actions were comprised of peaceful actions such as demonstrations, protests, and petition signings. The model involved two identities (politicized and religious) and two mediators (group efficacy and group-based anger). Results of the Structural Equation Modeling (SEM) analysis suggest that politicized identity, as indicated by strength of participants' affiliations with Islamic movement organizations, predicts solidarity action intention more effectively than religious identity. Other study findings demonstrated that group efficacy is a significant partial mediator of the interaction between politicized and religious identities, and collective action. Religious identity has a stronger interaction with collective action than politicized identity within the partial mediating effect of group efficacy. Meanwhile group-based anger does not influence the desire to engage in collective action either directly or as a mediator. Aksi solidaritas Palestina: Dinamika Pola Identitas Terpolitisasi dan Keagamaan pada Aktivis Mahasiswa AbstrakPenelitian ini berusaha menjelaskan faktor yang menyebabkan aktivis mahasiswa muslim ingin mengikuti aksi solidaritas Palestina melalui pengujian model Social Identity Model Collective Action (SIMCA, van Zomeren, Postmes, & Spears, 2008). Kami melakukan survei terhadap 303 mahasiswa anggota/pengurus organisasi Islam. Sampel berasal dari lebih tujuh organisasi mahasiswa berbasis agama Islam. Aksi kolektif solidaritas meliputi aksi damai seperti demonstrasi, protes, dan tanda tangan petisi. Model yang dianalisis melibatkan dua identitas (terpolitisasi dan keagamaan) dan dua mediator (efikasi kelompok dan marah berbasis kelompok). Hasil analisis Structural Equation Modeling (SEM) menemukan identitas terpolitisasi yang ditunjukkan dengan kekuatan afiliasi partisipan terhadap organisasi pergerakan Islam, ditemukan lebih memprediksi intensi aksi solidaritas daripada identitas keagamaan. Temuan lain menunjukkan bahwa efikasi kelompok signifikan menjadi mediator parsial dari interaksi antara identitas terpolitisasi dan identitas keagamaan terhadap aksi kolektif. Identitas keagamaan memiliki interaksi yang lebih kuat daripada identitas terpolitisasi pada aksi kolektif melalui efek parsial mederasi dari efikasi kelompok. Sementara emosi marah berbasis kelompok tidak memengaruhi keinginan terlibat pada aksi kolektif secara langsung maupun sebagai mediator.

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Section: Discussionmentioning

confidence: 99%

Palestinian Solidarity Action: The Dynamics of Politicized and Religious Identity Patterns Among Student Activists

Shadiqi¹,

Muluk²,

Milla³

2018

Makara Hubs-Asia

View full text Add to dashboard Cite

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“…Third, religious elites can encourage their engaged communities to become involved democratic citizens (Verba et al 1995; Jelen and Wilcox 2002). Finally, religion may equip individuals with the practical knowledge and skills (human capital) they need to become engaged citizens (Smith 1996; Sherkat and Ellison 1999; Wald et al 2005; Smidt 2013), as well as organizational resources to engage in political action (Morris 1984; Brady et al 1995; Putnam 2004; Burns and Kniss 2013).…”

Section: Individual Religiosity and Democratic Citizenshipmentioning

confidence: 99%

Religion and Democratic Citizenship: A Multilevel Examination

Bolzendahl

Schnabel

Sagi

2019

Politics and Religion

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We conduct a multilevel examination of the relationship between religiosity and democratic citizenship norms and behaviors using International Social Survey Program data. We analyze how democratic engagement varies according to individual and national average religious involvement in 28 predominantly-Christian democracies. We find that (1) individual-level religious attendance is positively linked to both what people say (norms) and what they do (participation); (2) nations with higher aggregate national attendance participate less politically; and (3) the relationship between individual-level religious engagement and citizenship varies by national religious context. More specifically, individual religious attendance matters more where it is more distinctive (i.e., in more secular countries). Individual-level religious participation is generally conducive to citizenship, but its impact is context-dependent.

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“…Among different educational fields, such an emphasis on teacher research is especially evident in English language teaching (ELT) although here other distinct factors have also contributed to its prominence. One such factor is the failure of the global language teaching methods in the 1980s that paved the way for recognizing the value of classroom-based research and the essential role of language teachers in conducting it (see Burns, 2013). Furthermore, the high demand for English worldwide has led to a strong emphasis on language teacher quality and more effective pathways to their PD (Richards, 2008).…”

Section: Introductionmentioning

confidence: 99%

Individual Differences in Teacher Research Involvement? Factoring in Language Teachers’ Big Five Personality Traits and Motivation to Conduct Research

Bahrami

Hosseini

2022

Journal of Teacher Education

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The important role of individual differences in affecting teachers’ involvement in and professional development through research has received little systematic attention in theoretical discussions and empirical studies on teacher research. Therefore, relying on the available literature and our proposed theoretical models, we investigated the possible links among language teachers’ Big Five personality traits, motivation to conduct research (through self-determination theory’s intrinsic and extrinsic motivations alongside the avoidance motivation construct), and teacher research involvement (TRI). Using a survey method, data were gathered from 253 Iranian school English teachers (SETs) and subjected to correlational and structural equation modeling (SEM) analyses. Notably, SEM results demonstrated that Openness to Experience, Conscientiousness, Agreeableness, and Neuroticism significantly predicted the motivational constructs which themselves predicted TRI. Moreover, the effects of these four traits on TRI were fully mediated through the motivational constructs. Implications for theory, policymaking, and professional development in the teacher research field are proposed.

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Religion and social movements

Cited by 15 publications

References 14 publications

Palestinian Solidarity Action: The Dynamics of Politicized and Religious Identity Patterns Among Student Activists

Palestinian Solidarity Action: The Dynamics of Politicized and Religious Identity Patterns Among Student Activists

Religion and Democratic Citizenship: A Multilevel Examination

Individual Differences in Teacher Research Involvement? Factoring in Language Teachers’ Big Five Personality Traits and Motivation to Conduct Research

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