Fighting the Elephant in the Room: Ethical Reflections on White Privilege and Other Systems of Advantage in the Teaching of Religion

Autor/in	Hill, Jack A.
Titel	Fighting the Elephant in the Room: Ethical Reflections on White Privilege and Other Systems of Advantage in the Teaching of Religion
Quelle	In: Teaching Theology & Religion, 12 (2009) 1, S.3-23 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-4868
DOI	10.1111/j.1467-9647.2008.00471.x
Schlagwörter	Critical Theory; Student Attitudes; Teaching Methods; Teacher Attitudes; Religion Studies; Interviews; Multicultural Education; Reflective Teaching; Educational Practices; Change Strategies; Educational Change; Instructional Design; Learning Activities; Religious Education; United States + Suchen Sie Ihr Suchwort? Kritische Theorie; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Religionswissenschaft; Interviewing; Interviewtechnik; Multikulturelle Erziehung; Bildungspraxis; Lösungsstrategie; Bildungsreform; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernaktivität; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; USA
Abstract	This article contends that teaching more effectively for diversity requires a radical re-envisioning of pedagogical practice. Drawing on qualitative interviews with religion and theology professors of color throughout the United States, it explores how faculty can re-imagine their teaching by engaging students where they are, acknowledging the reality of oppression, and dealing with resistance. Stressing mindfulness of social location, it provides examples of liberating teaching activities and competences and shows how literary and visual "texts" from the margins and personal metaphors of embodiment can challenge captivities to hegemonic paradigms in the classroom. The article concludes with responses from colleagues who have worked closely with the author. Ethicist Melanie Harris brings Hill's method into dialogue with Womanist pedagogy, and historian of religion Hjamil Martinez-Vazquez reflects on the role of suffering in building a revolutionary/critical pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10