Posts Tagged ‘Education’

Friedner, “The Church of Deaf Sociality”

February 22, 2014

Friedner, Michele. 2014. The Church of Deaf Sociality: Deaf Churchgoing Practices and “Sign Bread and Butter” in Bangalore, India. Anthropology & Education Quarterly 45(1): 39–53.

Abstract: This article ethnographically analyzes the practices of deaf young adults in Bangalore, India. As sign language is not used by families, schools, or other institutions, the church is a crucial educational space. Churchgoing provides deaf young adults with opportunities to orient themselves toward other deaf young adults, to develop new ideas of self and other, and to value sign language.

Brahinsky, “Cultivating Discontinuity”

November 29, 2013

Brahinsky, Josh. 2013. Cultivating Discontinuity: Pentecostal Pedagogies of Yielding and Control. Anthropology & Education Quarterly 44(4): 399-422.

Abstract: Exploring missionary study at an Assemblies of God Bible college through ethnography and training manuals demonstrates systematic pedagogies that cultivate sensory capabilities encouraging yielding, opening to rupture, and constraint. Ritual theory and the Anthropology of Christianity shift analytic scales to include “cultivation,“ a “third term“ enabling simultaneous apprehension and consolidating of the oppositions (experience–doctrine, revival–church, or spontaneous rupture–restrained continuity) internal and central to Pentecostalism. Further, cultivation complicates valorizations of the disjunctive “event“ as militant radical icon.

Seale-Collazo, “Cross Purposes”

November 29, 2013

Seale-Collazo, James. 2013. Cross Purposes: Love and Purity at a Puerto Rican Protestant High School. Anthropology & Education Quarterly 44(4): 345-362.

Abstract: A “native“ Christian ethnographer finds religious education at this church-sponsored school to pursue two distinct, and occasionally conflicting, curricula: “love“ and “purity.“ The curriculum of love draws on what Turner called liminality and communitas in an effort to promote spiritual “encounters with God,“ whereas the curriculum of purity stresses adult–student hierarchies as students are urged to reject “worldly“ popular culture. Adults were caught between the two goals when one student asserted a gay identity.

Naumescu, “Learning the ‘Science of Feelings'”

May 24, 2013

Naumescu, Vlad. 2012. Learning the ‘Science of Feelings’: Religious Training in Eastern Christian Monasticism. Ethnos: Journal of Anthropology, Volume 77: Issue 2. Special Issue: Learning Possession

Abstract:

In Eastern Christianity novitiate is a period of learning to experience the presence of God in one’s life and the world. Novices follow the hesychast prayer, a mystical tradition that leads them to an experiential knowledge of God. In this paper, I argue that novitiate should be regarded as a complex learning process involving specific assemblages of contextual, cognitive, body-sensory and emotional aspects. By educating their attention and emotion novices learn to see beyond and within reality and thus discover the potentiality of people and things ‘in the likeness of God’. Religious transmission happens not only through embodied practice and the active acquisition of religious knowledge but, more importantly, through the work of the imagination. Novices’ orientation towards the transcendent requires an expansion of the imaginative capacities beyond their ‘routine’ functioning. Imagination could be thus seen as a key cognitive capacity through which they learn to experience God.

Magolda and Gross, “Misinterpreting the Spirit and Heart: Religious and Paradigmatic Tensions in Ethnographic Research”

October 30, 2012

Magolda, Peter and Kelsey Ebben Gross (2012) “Misinterpreting the Spirit and Heart: Religious and Paradigmatic Tensions in Ethnographic Research.” Religion & Education 39(3):235-256.

Abstract: This article discusses the unique methodological challenges that 2 secular researchers encountered while studying an evangelical collegiate enclave. The article showcases the researchers’ retrospec- tive sense making of their fieldwork and offers insights for qualitat- ive researchers interested in studying faith-based organizations.

Ładykowska, “The Role of Religious Higher Education in the Training of Teachers of Russian ‘Orthodox Culture’ “

March 4, 2012

Ładykowska. Agata (2012) “The Role of Religious Higher Education in the Training of Teachers of Russian ‘Orthodox Culture’ ” European Journal of Education [Special Issue: Russian Higher Education and the Post-Soviet Transition] 47(1):92-103

Abstract: This article provides an ethnographic account of the tensions arising from the different ways of building authority as teachers and the role of higher education in establishing teachers’ legitimacy in Russia through the specific example of religious education. After state atheism was abandoned in 1991, an unprecedented demand for religious knowledge appeared in Russia, in particular in relation to Russian Orthodoxy. Since the Russian context of Orthodox education lacks shared standards, there is considerable latitude in the criteria determining norms and rules. Seeking to increase its influence, the Russian Orthodox Church aspires to have Orthodox catechism taught in a systematic way both in parishes and in secular schools. In practice, the Church is encouraging professional pedagogues to submit their curriculum proposals that would be suffused with Orthodoxy and at the same time be eligible for adoption in all settings and institutions. Thus, in order to educate teachers of religion, the Church has made available multiple, diverse sources of religious knowledge (self-learning, various courses offered by the eparchies, Spiritual Academies, and other institutions of higher education). But the legitimacy of these sources is often questioned, for instance by asking whether the institution that delivers diplomas of religious higher education has been granted formal state recognition. The teachers’ quest for being acknowledged as competent technicians of religious education leads to competing claims for the authenticity of the sources of their training.

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