Utilizing Pedagogy for Disrupting White Supremacy
Bibliographic Data
| ID | 3284121 |
|---|---|
| Authors | Shannon Frediani (Claremont Graduate University, corresponding author) |
| Year | 2020 |
| Volume | 11 |
| Issue | 11 |
| Pages | 544 |
| Publication date | 2020-10-22 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Religions (JOURNAL) |
| Journal identifiers | ISSN: 2077-1444 • E-ISSN: 2077-1444 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/rel11110544 |
| OpenAlex | W3094241382 |
| Language | EN |
| Citations received | 1 |
| References cited | 12 |
This article focuses on how practical theology and interreligious education can utilize pedagogy for disrupting white supremacy and coloniality. It draws primarily from postcolonial studies, practical theology, ethics, and interreligious studies. Creating learning crucibles that privilege those most impacted by systemic injustice, incorporating their knowledges, their experiences, and their agency in countering specific oppressions, has the capacity to change how students approach scholarship, change what they consider knowledge, and change their relationship to religious leadership. This article also draws upon the scholar's experiences teaching at Starr King School for the Ministry (SKSM), which has an institutional commitment to creating religious leaders in the world dedicated to structural change through their Educating to Counter Oppressions (ECO) philosophy
Christian ministry · Critical pedagogy · Curriculum · Environmental ethics · Injustice · Pedagogy · Political science · Racism · Scholarship · Social science · Sociology · White privilege · White supremacy · Critical Race Theory in Education · Gender Studies · Law · Philosophy · Religious Education and Schools · Theological Perspectives and Practices
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |