Pedagogies of Dissent: Bridging the Religion--LGTBQ Divide

Autor/in	Henry, Seán
Titel	Pedagogies of Dissent: Bridging the Religion--LGTBQ Divide
Quelle	In: Educational Theory, 72 (2022) 6, S.731-744 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/edth.12557
Schlagwörter	Educational Practices; Religion; LGBTQ People; Resistance (Psychology); Social Cognition; Norms; Social Bias + Suchen Sie Ihr Suchwort? Bildungspraxis; Resistenz; Soziale Kognition; Normwert
Abstract	The purpose of this paper is to set out the contours for a pedagogy of dissent, i.e., a pedagogical approach to religion that recognizes the role of dissent in bridging the conventional antagonism between religious and LGBTQ concerns for education. Seán Henry begins it with the view that a pedagogy conducive to this kind of work can be engaged with if the relation between education and religion is framed in radically conservative terms. From here, Henry inquires into the pedagogical commitments necessary for dissent as a mode of bridge-building to occur. These commitments are (1) an orientation toward remembrance, understood less in terms of a commonality of religious identity and more in terms of a "structural condition of the present"; and (2) an embodied attention to the proximity of the other. The paper concludes with some thoughts on the nature of the pedagogical content that could be helpful in enacting these commitments. Henry suggests that pedagogies of dissent require theological content that (1) reworks past traditions, without justifying or downplaying their shortcomings; and (2) is explicit in its rejection of heteronormativity through a sensitivity to the lived experiences of LGBTQ people. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01