Because spiritual life and religious participation are widespread human and cultural phenomena, these experiences unsurprisingly find their way into English language arts curriculum, learning, teaching, and teacher education work. Yet many public school literacy teachers and secondary teacher educators feel unsure how to engage religious and spiritual topics and responses in their classrooms. This volume responds to this challenge with an in-depth exploration of diverse experiences and perspectives on Christianity within American education.
Authors not only examine how Christianity the historically dominant religion in American society shapes languaging and literacies in schooling and other educational spaces, but they also imagine how these relations might be reconfigured. From curricula to classroom practice, from narratives of teacher education to youth coming-to-faith, chapters vivify how spiritual lives, beliefs, practices, communities, and religious traditions interact with linguistic and literate practices and pedagogies. In relating legacies of Christian languaging and literacies to urgent issues including White supremacy, sexism and homophobia, and the politics of exclusion, the volume enacts and invites inclusive relational configurations within and across the myriad American Christian sub-cultures coming to bear on English language arts curriculum, teaching, and learning.
This courageous collection contributes to an emerging scholarly literature at the intersection of language and literacy teaching and learning, religious literacy, curriculum studies, teacher education, and youth studies. It will speak to teacher educators, scholars, secondary school teachers, and graduate and postgraduate students, among others.
Because spiritual life and religious participation are widespread human and cultural phenomena, these experiences unsurprisingly find their way into English language arts curriculum, learning, teaching, and teacher education work.
01 Contributor Bio
02 Acknowledgements
03 Foreword
04 Introduction: Legacies of Christian Languaging and Literacies in American
Education
Mary M. Juzwik, Kevin J. Burke, Jennifer C. Stone, and Denise Dįvila
1.0 Section 1
Babel: Conversation, Conflict, and Contested Terrains of Schooling
Jennifer C. Stone, Editor
1.1,
Chapter 1, "Real Religion": The Roles of Knowledge, Dialogue, and
Sense-Making in Coming to a Faith
Allison Skerrett
1.2,
Chapter 2, Recognizing Religion with Preservice Teachers
Heidi Hadley and Will Fassbender
1.3,
Chapter 3, Institutional Rituals as Interpersonal Verbal Rituals as
Interactional Resources in Classroom Talk
Robert LeBlanc
2.0 Section 2
Purity: Making Present the Stranger
Kevin J. Burke, Editor
2.1,
Chapter 4, Myth and Christian Reading Practice in English Teaching
Scott Jarvie
2.2,
Chapter 5, "Racism is a God-damned thing": The Implications of
Historical and Contemporary Catholic Racism for ELA Classrooms
Mary L. Neville
2.3,
Chapter 6, Regulating Language: Language Policies of Early American
Christian Missions in Alaska
Jennifer C. Stone, Samantha Mack, Jacob D. Holley-Kline, and Mitchell Hoback
2.4,
Chapter 7, A Dream Come True: Young Evangelical Womens Negotiations of
Dreams, Reality, and Ideologies on Pinterest
Bree Straayer-Gannon
3.0 Section 3
Wisdom: Loving God, Loving our Neighbors, and Engaging Religious Pluralism
through Literary Response
Mary M. Juzwik, Editor
3.1,
Chapter 8, Entering into Literary Communion: Nourishing the Soul and
Reclaiming Mystery through Reading
Kati Macaluso
3.2,
Chapter 9, "Love your Neighbor": LGBTQ Social Justice and the Youth
Canon of WWII Literature
Denise Dįvila and Elouise E. Epstein
3.3.,
Chapter 10, Disrupting Protestant Dominion: Middle School Affirmations
of Diverse Religious Images in Community Spaces
Denise Dįvila and Allison Volz
4.0 Section 4
Resurrection
Denise Davila, Editor
4.1,
Chapter 11, Ambivalence in Two Parts: Legacies of Catholic Languaging
Adam J. Greteman
4.2,
Chapter 12, Multilingual, Multimodal, and Cosmopolitan Dimensions of Two
Young Cuban-American Womens Religious Literacies
Natasha Perez
4.3,
Chapter 13, I had to die to live again: A racial storytelling of a Black
Male English Educators Spiritual Literacies and Practices
Lamar L. Johnson
4.4,
Chapter 14, (Re)Mystifying Literary Pedagogy
Mary M. Juzwik
Afterword
Mary M. Juzwik is Professor in the departments of Teacher Education and English at Michigan State University, USA.
Jennifer C. Stone is Professor of English at the University of Alaska Anchorage, USA.
Kevin J. Burke is Associate Professor of English Education in the Department of Language and Literacy Education at the University of Georgia, USA.
Denise Dįvila is Assistant Professor of Literacy and Childrens Literature in the Language and Literacy Studies program at the University of Texas at Austin, USA.
