"We Don't Know Enough about It": Student Perceptions of Judaism as a Race, Religion, or Ethnicity

Autor/in	Allen, Amy
Titel	"We Don't Know Enough about It": Student Perceptions of Judaism as a Race, Religion, or Ethnicity
Quelle	In: Social Studies, 114 (2023) 6, S.297-311 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allen, Amy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2023.2204063
Schlagwörter	Student Attitudes; Religious Schools; Judaism; Religious Factors; Christianity; Religious Education; Units of Study; Critical Thinking; Cultural Awareness; Elementary School Students; Discussion (Teaching Technique); Picture Books + Suchen Sie Ihr Suchwort? Schülerverhalten; Judaismus; Christentum; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Lerneinheit; Kritisches Denken; Cultural identity; Kulturelle Identität; Picture book; Bilderbuch
Abstract	This study was designed to explore elementary students' existing religious literacy about Judaism alongside how they respond to a series of lessons about Judaism that utilize a picture book text set and discussion-based teaching strategies. Participants in the study were third-grade students at a private Christian school in the South. Data was collected via recorded observations, analytic memos, field notes of the recorded observations, and student work. Results indicate that students entered the unit with little to no religious literacy about Judaism. Through participation in the lessons, students gained religious literacy about the Jewish religion, thinking critically about Judaism in relation to their own religious beliefs. They also responded in ways that indicate a humanizing connection between the students and the culture they are investigating. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01