Using critical curriculum theory as its lens, this book explores the relationship between religion-specifically, Christianity and the Judeo-Christian ethos underlying it-and secular public education in the United States. Despite various 20th-century court decisions separating religion and education, the authors challenge that religion is in fact absent from public education, suggesting instead that it is in fact very much embedded in current public educational practices and discourses and in a variety of assumptions and perspectives underlying understandings of teaching, learning, and teacher preparation. The book reframes the discussion about religion and schooling, arguing that it remains in the language and metaphors of education, in the practices and routines of schooling, in conceptions of the "'child" and the "teacher" (and what happens between them in the spaces we call "learning," the "classroom," and "curriculum") as well as in assumptions about the role of schools emanating from such conceptions and in the current movement toward accountability, standardization, and testing. Christian Privilege in U.S. Education examines not whether Christianity has a place in public education but, rather, the very ways in which it is pervasive in a legally secular system of education even when religion is not a topic taught in school.
Using critical curriculum theory as its lens, this book explores the relationship between religion-specifically, Christianity and the Judeo-Christian ethos underlying it-and secular public education in the United States. Despite various 20th-century court decisions separating religion and education, the authors challenge that religion is in fact absent from public education, suggesting instead that it is in fact very much embedded in current public educational practices and discourses and in a variety of assumptions and perspectives underlying understandings of teaching, learning, and teacher preparation. The book reframes the discussion about religion and schooling, arguing that it remains in the language and metaphors of education, in the practices and routines of schooling, in conceptions of the "'child" and the "teacher" (and what happens between them in the spaces we call "learning," the "classroom," and "curriculum") as well as in assumptions about the role of schools emanating from such conceptions and in the current movement toward accountability, standardization, and testing. Christian Privilege in U.S. Education examines not whether Christianity has a place in public education but, rather, the very ways in which it is pervasive in a legally secular system of education even when religion is not a topic taught in school.
Mannering's pastoral address offers guidance and inspiration to believers seeking a deeper connection with God. His three-part approach, focusing on prayer, obedience, and perseverance, provides...
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and...
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and...
The BiblioGov Project is an effort to expand awareness of the public documents and records of the U.S. Government via print publications. In broadening the public understanding of government and its...
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