"That Sh*t Is Rude!" Religion, Picture Books, and Social Narratives in Middle School

Autor/inn/en	Davila, Denise; Volz, Allison
Titel	*"That Sht Is Rude!" Religion, Picture Books, and Social Narratives in Middle School**
Quelle	In: Middle Grades Review, 3 (2017) 3, Artikel 4 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-4690
Schlagwörter	Religion; Picture Books; Middle School Students; Language Arts; Art Products; Student Attitudes; Social Attitudes; Public Schools; Interdisciplinary Approach; Grade 6; State Church Separation; Student Diversity; Teaching Methods; History; Instructional Materials; Writing Assignments; Audio Equipment; Group Discussion + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sprachkultur; Künstlerische Produktion; Schülerverhalten; Social attidude; Soziale Einstellung; Public school; Öffentliche Schule; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; School year 06; 6. Schuljahr; Schuljahr 06; Kirche-Staat-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Geschichte; Geschichtsdarstellung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Audio-CD; Gruppendiskussion
Abstract	While the United States has a divisive history around the separation of church and state in public school, current national and state teaching standards do include curricular objectives related to the study of religion. This paper focuses on the ways a diverse group of sixth-grade public schoolchildren engaged with religious content in their English Language Arts class. Specifically, it examines the kinds of narratives the children constructed in response to diverse works of public art and children's picture books, including Mora's (2012) "The Beautiful Lady: Our Lady of Guadalupe/La hermosa señora: Nuestra Señora de Guadalupe (Señora)," and Garza's (1996) "In My Family." The children's responses disrupt us/Other social narratives and demonstrate the importance of religious literacy in the space of public schools. They push against the notion that acknowledging religious perspectives that are not part of mainstream culture could be offensive to some children. This study reinforces that the interdisciplinary inclusion of religious content in public school not only supports state and national teaching standards, but also opens a space for children to understand the pluralistic society in which they live. (As Provided).
Anmerkungen	University of Vermont - Middle Grades Review. Waterman Hall, Burlington, VT 05405. Web site: http://scholarworks.uvm.edu/mgreview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01