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

Autor/in	Bindewald, Benjamin J.
Titel	In the World, but Not of the World: Understanding Conservative Christianity and Its Relationship with American Public Schools
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 51 (2015) 2, S.93-111 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2015.1015343
Schlagwörter	Christianity; Religious Factors; Public Schools; Public Education; Political Attitudes; Politics of Education; Educational Policy; Church Role; Controversial Issues (Course Content); Evolution; School Prayer; State Church Separation; Biblical Literature; Censorship; Released Time; School Culture + Suchen Sie Ihr Suchwort? Christentum; Public school; Öffentliche Schule; Öffentliche Erziehung; Political attitude; Politische Einstellung; Educational policy; Bildungspolitik; Politics of education; Kirchenbild; Controversial issues; Kontroverse; Schulandacht; Schulgebet; Kirche-Staat-Beziehung; Bibel; Politische Zensur; Arbeitsfreistellung; Schulkultur; Schulleben
Abstract	This article provides an overview of the socio-political, cultural, and historical characteristics of the relationship between conservative Christians and the American system of public education; describes the influence of fundamentalist views on contemporary conservative Christians; and recounts the historical relationship between the Religious Right and American public schools. Specifically, the article examines several policy issues advanced by conservative Christians, analyzes developments in legal strategies employed by the Religious Right to influence public school curricula over the past century, and considers how vestiges of the Judeo-Christian roots of American public education continue to influence school policy and discourse despite claims to the contrary by contemporary fundamentalist Christians. The article concludes with a critique of the fundamentalist approach to education and an argument for taking seriously the need to defend democratic aims of public education against fundamentalist challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01