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.

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.

Publication Title

Teaching Theology and Religion

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

Available for download on Wednesday, November 17, 2021

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