Document Type
Article
Article Version
Post-print
Publication Date
11-17-2019
Abstract
The need to confront issues of race and white supremacy in our teaching of religion is critically important, but through the pedagogical convention of naming, we take the first step in inviting our students to understand the hows and whys of it. I will explore the ways that Charles Long's theory of signification and counter‐signification can be pedagogically deployed to incorporate intersectional interventions in the teaching of religion in America, specifically in the case of an Islam in America course.
Publication Title
Teaching Theology and Religion
Repository Citation
Nguyen, Martin, "Naming, Race, and White Supremacy in the Teaching of Religion and Islam: Incorporating Intersectional Interventions" (2019). Religious Studies Faculty Publications. 138.
https://digitalcommons.fairfield.edu/religiousstudies-facultypubs/138
Published Citation
“Naming, Race, and White Supremacy in the Teaching of Religion and Islam: Incorporating Intersectional Interventions,” Teaching Theology and Religion, vol. 22 no. 4 (October 2019), 239-252. https://doi.org/10.1111/teth.12501
DOI
10.1111/teth.12501
Peer Reviewed
Comments
© 2019 John Wiley & Sons Ltd
This is the peer reviewed version of the following article: “Naming, Race, and White Supremacy in the Teaching of Religion and Islam: Incorporating Intersectional Interventions,” Teaching Theology and Religion, vol. 22 no. 4 (October 2019), 239-252, which has been published in final form at https://doi.org/10.1111/teth.12501. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.