Writing, Religious Faith, and Rooted Cosmopolitan Dialogue: Portraits of Two American Evangelical Men in a Public School English Classroom

Autor/inn/en	Juzwik, Mary M.; McKenzie, Cori
Titel	Writing, Religious Faith, and Rooted Cosmopolitan Dialogue: Portraits of Two American Evangelical Men in a Public School English Classroom
Quelle	In: Written Communication, 32 (2015) 2, S.121-149 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088315576480
Schlagwörter	Writing (Composition); Christianity; Beliefs; Writing Teachers; Secondary School Teachers; High School Students; Males; Global Approach; Essays; Units of Study; Public Schools; Writing Instruction; Grade 12 + Suchen Sie Ihr Suchwort? Schreibübung; Christentum; Belief; Glaube; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Globales Denken; Essay; Aufsatzunterricht; Lerneinheit; Public school; Öffentliche Schule; Schreibunterricht; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	Some literacy scholars have embraced rooted cosmopolitanism as a framework for educating in today's globalized and pluralistic world, where communicating across difference is an important individual and societal good. But how is the "cosmopolitan turn" in writing complicated by considering the religiosity of writing teachers and student writers? Is it possible for writing instructors and student writers to stay rooted in their own faith traditions, while maintaining openness to other ethical vantage points? What new questions are raised for cosmopolitan-minded writing pedagogy by these considerations? Through portraiture, we present complex pictures of how an American evangelical Christian teacher, Sam, and one of his evangelical Christian students, Charlie, engaged with a writing unit focused on "This I Believe" essay writing. The portraitures suggest that Sam, a more cosmopolitan evangelical, envisioned the unit as an invitation to (a) articulate one's own beliefs in the wide universe of moral possibility and (b) get used to the beliefs of others who are ethically different from oneself. Charlie, on the other hand, conceptualized the unit's writing, listening, and reading tasks as ways of honoring God and letting God speak through his literate practices. Our interpretation suggests that his populist evangelical faith made it difficult for him to openly engage in cosmopolitan dialogue across ethical difference. We hope our portraits of Sam and Charlie might move scholars interested in writing, literacy education, and rooted cosmopolitanism to engage themselves with the challenges and possibilities opened up when students' and teachers' religious roots are taken seriously. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01