Bethany Sollereder  Andrew Robinson 《Zygon》2018,53(3):676-679

This article is an introduction to the special issue of Zygon in honor of Christopher Southgate. Over the years he has made many significant contributions to the field of science and religion, and contributors have gathered to celebrate him on his sixty‐fifth birthday. This introduction includes some biographical background and an outline of the issue's contents.  相似文献   

    

Allen G. Jorgenson;Bethan Riehle-Johns;Katrina Urquhart;Nancy L. Dresser; 《Teaching Theology & Religion》2024,27(3):101-108

This article reflects on an instructor's experience of incorporating an optional assignment in a theology class wherein students are invited to learn a new athletic skill, journal while doing so, and then theologically reflect on their experience. It begins with the instructor making a case for the need to bring the body back into the classroom. This is followed by the theological reflections of three of the instructor's students. Finally, the instructor reflects on the themes of balance and muscle memory, stretching, and flow developed in the student reflections. These are used to outline how a balanced classroom revives theological wonder, affirms change in a cruciform fashion, and understands failure as part of God's modus operandi and so intrinsic to theology.  相似文献   

    

Shiri Einav  Alexandria Levey  Priya Patel  Abigail Westwood 《The British journal of developmental psychology》2020,38(4):566-579

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Jina Chun  Annemarie Connor  Marwa Alsaman  Bilal Urkmez  John F. Kosciulek 《Journal of multicultural counseling and development》2020,48(3):161-175

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Robert R. Martinez Jr.  Patrick Akos  Maureen Kurz 《Journal of multicultural counseling and development》2020,48(4):210-230

Capitalizing on Latinx students’ aspirational, linguistic, social, navigational, familial, resistant, perseverant, and spiritual community cultural wealth (CCW) can help school counselors empower Latinx students. We outline and integrate critical race theory and CCW and demonstrate how communities of color bring assets and protective factors with them to their educational settings. We also examine how school counselors can utilize these eight forms of CCW to promote postsecondary opportunities for Latinx youth. Aprovechar las ventajas que ofrece la riqueza cultural de la comunidad (CCW, por sus siglas en inglés) de estudiantes latinxs y su capital aspiracional, lingüístico, social, familiar, espiritual, de navegación, de resistencia y de perseverancia puede ayudar a los consejeros escolares a empoderar a estudiantes latinxs. Perfilamos e integramos la teoría crítica de la raza y el modelo de CCW y demostramos cómo las comunidades de color aportan recursos y factores de protección a sus entornos educativos. También examinamos cómo los consejeros escolares pueden utilizar estas ocho formas de CCW para potenciar las oportunidades disponibles para jóvenes latinxs después de su educación secundaria.  相似文献   

    

Ioannis Michos  Lia Figgou  Antonis Sapountzis 《Political psychology》2020,41(5):1013-1029

This article aims to explore the argumentative lines employed in an online public deliberation concerned with legislation on same-sex civil union in Greece. Drawing on rhetorical and discursive developments in political social psychology and sexual citizenship debates, the article focuses on arguments regarding the relevance and the implications of public deliberation on the construction of LGBTQI+ claims and rights. The analytic corpus consisted of 1,000 comments, analyzed with the concepts and tools of Rhetorical and Critical Discursive Social Psychology. A recurring line of arguing against the legislation questioned the democratic quality of public deliberation, representing it as a means used to legitimize predetermined decisions. Moreover, overtly discriminatory arguments were predicated on the values of participatory democracy. Accounts in favor of the legislation, though, challenged public deliberation on the grounds that it allows room for the dispute of universal human rights. The potential contribution of these findings to the understanding of the dilemmas of participatory democracy, the reproduction of heteronormativity, and the assimilation of LGBTQI+ claims is discussed.  相似文献   

    

Jordan Shannon;Darius A. Green;Dwayne White;Guy J. Beauduy;Avery Rosser; 《Journal of counseling and development : JCD》2024,102(3):279-291

The view of Black male identities has historically been distorted. Traditionally, it has reflected the dehumanization of Black males through the lens of criminality and lacking dignity. However, in a similar fashion, little is known about the Black males in counseling, due to simultaneous under examination in empirical literature. Therefore, the researchers conducted a content analysis on the family of American Counseling Association and affiliate journals to observe the current state of scholarship on Black males’ experiences with counseling. Using an intersectional lens to the approach, our review yielded 102 articles on Black males' experiences with counseling published between 1972 and 2022. Implications for culturally responsive practices and counselor education are further discussed.  相似文献   

    

Andrew Hart  Jacqui Akhurst 《Journal of community & applied social psychology》2017,27(1):3-15

Community‐based learning (CBL) has been more recently introduced into some psychology programmes in the UK than in the USA, where it has existed for a number of decades in the form of ‘service learning’. CBL holds promise as a means of promoting and developing critical community psychology practice, but there are risks involved in its acritical adoption in the psychology curriculum. If associated power dynamics are not considered, CBL has the capacity to serve neoliberal interests and perpetuate, rather than challenge, oppressive social relations. This article examines ways in which CBL can be both conducive and corrosive to critical community psychology practice. Drawing on interdisciplinary literature, it explores ways in which students participating in CBL can be vulnerable to exploitation—both as victims and perpetrators—through collusion and cultural voyeurism. Consideration is given to ways of resisting institutional and other pressures to comply uncritically with the demands of the ‘employability agenda’. These include the importance of facilitated reflective processes in associated modules, to consider aspects of the interactions of people and systems. The article concludes that whilst CBL is inherently risky and involves discomfort for students, this enables development of a more informed consciousness where truly participatory work evolves towards greater social justice. Copyright © 2016 John Wiley & Sons, Ltd.  相似文献   

    

Nigel Fancourt 《Journal of Beliefs & Values》2017,38(1):121-133

This article presents a systematic review of empirical research on teaching about Christianity in state schools in England between 1993 and 2013. First, I explain the background to this religion’s current place within English religious education. The value of a configurative review is set out, and inclusion criteria are outlined, leading to the selection of 58 publications. Then the article’s theoretical frame is explained, drawing on activity theory, and the analysis is set out under three broad organising principles: (1) Teachers’ professional and pedagogical intentions; (2) How teachers draw on different pedagogical strategies to enact these intentions, for example systematic or thematic approaches; and (3) How these intentions and strategies affect pupil learning, such as pupils’ conceptions of difficult topics. The implications for research in religious education are then drawn together, notably the need to consider the pedagogical issues for different religions individually.  相似文献   

    

Darryl W. Stephens 《Teaching Theology & Religion》2017,20(2):189-199

Classroom instructors implementing pedagogical strategies for embodied learning about sexuality and religion need institutional support and assistance from colleagues and mentors to be successful. One means of providing institutional and peer support for classroom instructors is to host and lead a pedagogy workshop. Building on the work of Ott and Stephens on embodied learning and other articles and teaching tactics found throughout this issue of Teaching Theology and Religion, this article presents a sample design for a two‐hour workshop with faculty and/or graduate teaching assistants on the topic of teaching sexuality and religion. Non‐expert facilitators can lead this workshop and it is intended to start a conversation about pedagogy rather than to provide definitive answers to end the discussion. The goals are to demystify a taboo topic and to provide concrete strategies for teaching that will promote responsible engagement and a better‐integrated learning experience for students.  相似文献