Preservice Teacher Views on Critical Religious Literacy to Counteract Epistemic Injustice in Teacher Education Programs
Bibliographic Data
| ID | 3395603 |
|---|---|
| Authors | Emma Reid (0000-0003-4222-6115, St. Mary's University, corresponding author) |
| Year | 2024 |
| Volume | 15 |
| Issue | 6 |
| Pages | 677 |
| Publication date | 2024-05-30 |
| Peer Reviewed | Yes |
| 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/rel15060677 |
| OpenAlex | W4399284472 |
| Language | EN |
| Citations received | 1 |
| References cited | 45 |
While there has been growing scholarly interest in the role of religious literacy in K-12 teacher education, scholarship on how preservice teachers understand religious literacy as an aim of social justice-oriented education remains limited. This empirical case study of one teacher education program in a Canadian university examines the perspectives of preservice teachers and how they view critical religious literacy (CRL) as a means of addressing the potential harms of religious illiteracy. Using empirical data collected in personal interviews and focus groups, this qualitative case study employed philosophical analysis centered on a theoretical framework that includes the concept of epistemic injustice. The data show that preservice educators feel unprepared to engage with religiously diverse students, to navigate issues related to religious diversity, or to respond to the potential epistemic harms of religious illiteracy, such as exclusion, discrimination, or polarization. As such, this paper contends that to reduce the potential epistemic injustices related to religious illiteracy in their programs and in K-12 classrooms, teacher educators ought to include CRL as an educational aim in preservice teacher education
Injustice · Literacy · Mathematics education · Pedagogy · Sociology · Teacher education · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Psychology · Religious Education and Schools · Social Psychology
Varieties of Epistemic Injustice 1
Other People's Children
Religious literacy in policy and practice
Epistemic Injustice and Religious Education
Immigration and the metropolis
Towards a religiously literate curriculum – religion and worldview literacy as an educational model
Religious literacy of Australia’s Gen Z teens
Religious literacy in the curriculum in compulsory education in Austria, Scotland and Sweden - a three-country policy comparison
Including or excluding religion and worldviews in schools? Finnish teachers’ and teacher students’ perceptions
Recognition of context and experience
Religious education, a matter of understanding? reflections on the final report of the Commission on Religious Education
Pre-Service Teachers and Muslim Parents
Culturally Relevant Education
Including the Religious Viewpoints and Experiences of Muslim Students in an Environment that is Both Plural and Secular
Tracking Epistemic Violence, Tracking Practices of Silencing
Developing teachers' intercultural sensitivity
A call for more religious education in the secondary social studies curriculum of western Canadian provinces
Exploring Levels of Christian Privilege Awareness among Preservice Teachers
Mapping the Margins
Exploring the Potential of Religious Literacy in Pakistani Education
The Normative Case Study
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |