Religion-Blind Policies: Anti-Democratic Consequences

Autor/in	Benedict, Cathy
Titel	Religion-Blind Policies: Anti-Democratic Consequences
Quelle	In: Action, Criticism, and Theory for Music Education, 20 (2021) 2, S.60-78 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-4517
Schlagwörter	Religion; Educational Policy; Cultural Pluralism; Democracy; Music Education + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Kulturpluralismus; Demokratie; Musikerziehung
Abstract	Tensions between authoritarianism, pluralism, sectarianism, inclusion, diversity, and religious and national identity pervade and construct the possibilities of global discourse. In many ways, these tensions signal a retreat from reforms that require discomfort, reflexive engagements, courage. This retreat manifests in policies, both real and those we imagine to be real, that seek to neutralize public educational pedagogies and curriculum. We reside now in a perfect storm, the nexus between ideologies of politics, class, race, gender, and religion, wherein authoritarian populist movements (including those of religious factions) are reshaping society. In this article, I argue the falseness of pedagogical neutrality and explore the need for pedagogical spaces that recognize manifold layers of pluralism. I suggest that a structural blindness to values that are incommensurate with those each of us hold, particularly those that pertain to being religion-blind, furthered by democratic and secular religious "neutrality," has had a reproductive effect enabling and furthering an agenda that serves to sanction and "demarcate the intolerable" (Brown 2012, 6). (As Provided).
Anmerkungen	MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01