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On March 30, 2020, Daniel Prude, a 41-year-old Black man, died a week after being pinned to the ground by police officers in Rochester, New York, where our school is located. This incident sparked protests, with some former and current students serving as public street chaplains, providing prayers and spiritual support and ...
When I occupy the authoritative epistemological space, when I take my place, at the head of a biblical studies course as a black woman, I am conscious of the radicalness of my embodied performance, intellectually and physically. White men are considered by the majority of academics to be the quintessential ...
Date Reviewed: August 21, 2020
Rape Culture on Campus explores how existing responses to sexual violence on college and university campuses fail to address religious and cultural dynamics that make rape appear normal, dynamics imbedded in social expectations around race, class, gender, sexuality, and disability. Rather than dealing with these complex dynamics, responses to sexual violence on college campuses focus on implementing changes in one-time workshops. As an alternative to quick solutions, this book argues that long-term classroom interventions are necessary in order to understand religious and cultural complexities and effectively respond to this crisis. Written for educators, administrators, activists, and students, Rape Culture on Campus provides an accessible cultural studies approach to rape culture that complements existing social science approaches, an intersectional and interdisciplinary analysis of rape culture, and offers practical, classroom-based interventions. (From the Publisher)
Fantasy Literature - Challenging Genres
Date Reviewed: December 12, 2017
Although it is not immediately apparent from the title this is a book on pedagogy, and it contains many useful ideas for the teaching of religion and theology. Each of the chapters in this volume suggests a way in which teachers in secondary and university education can use popular works of Fantasy Literature to teach critical literacy. Fantasy Literature is difficult to define, but it is hard to deny the enormous influence it has had on popular culture. Rather than dismiss this literature as mere genre fiction, the authors of this book see the popularity of Fantasy Literature as an opportunity to reach and engage a variety of students in serious questions about race, gender, class, and privilege.
The book begins with a brief introduction that defines critical literacy broadly, noting that as a blanket term it encompasses Marxist, feminist, postmodern, and other critical theoretical discourses. Following this, most of the chapters in the volume focus on one or two works of Fantasy Literature, demonstrating how they can be used to teach an important concept in critical discourse. Here I will mention a few examples. In the first chapter Neil McGarry and Daniel Ravipinto assess the conservative, patriarchal, and heterosexist autocratic ideology at play in the works of J. R. R. Tolkien and George R. R. Martin. Given the current popularity of the latter’s works, this chapter could inspire a variety of pedagogical interventions. Martha Johnson-Olin reads a current text using historical example in her chapter, “Strong Women in Fairy Tales Existed Before Frozen: Teaching Gender Studies Via Folklore.” Several other chapters use the Harry Potter series: Editor Mark Fabrizi’s chapter uses Harry Potter to teach Machiavelli, while Claire Davanzo uses the actions of Dolores Umbridge and Cornelius Fudge, especially in Harry Potter and the Order of the Phoenix, to teach Marxist ideas about oppression and resistance.
While most of the chapters in the book examine one or a few works in light of one critical concept, Nathan Frederickson’s chapter follows a different approach, and is the chapter that would likely be of greatest interest to the readers of this site. In his chapter, Frederickson lays out his plan for a course on religion and Fantasy Literature that focuses on critical pedagogy. This course is divided into eight sections: (1) defining key terms, (2) colonialism, (3) capitalism, (4) perspectivism and pragmatism, (5) feminism and queer theory, (6) interrogating the self, (7) royal ideology and the monomyth, and (8) critical pedagogy and reflexivity. Frederickson provides annotated lists of suggested texts for each of these sections. He also helpfully breaks these lists into those works that are best suited for high school, undergraduate, and graduate classrooms, making this syllabus useful for a wide range of educators.
The syllabus chapter is particularly useful, but given its broad scope, it is likely that many teachers of religion will find helpful ideas and suggestions in this book for weaving popular culture and critical literacy into their courses.
Critical Pedagogy and Marx, Vygotsky and Freire: Phenomenal Forms and Educational Action Research
Date Reviewed: August 22, 2017
Luis S. Villacaňas de Castro, an assistant professor in the department of Language and Literature Education at the University of Valencia in Spain, wrote Critical Pedagogy and Marx, Vygotsky, and Freire as a companion volume to his earlier book The Copernican Turn and the Social Science, which was published in Spanish in 2013. Villacaňas de Castro writes extensively in epistemology, critical pedagogy, political philosophy, and language education and publishes in both Spanish and English.
This volume has three sections and an introduction. In the introduction, the author explores the Copernican turn, which involves paradigm-shifting theories. He argues that four scientific theories qualify as Copernican turns: Freud’s psychoanalysis; Marx’s works in sociology; Neo-Darwinism; and the Theory of Relativity. Villacaňas de Castro explains that “a Copernican turn thus involves two kinds of knowledge: about the object and the subject; knowledge about specific realities; and also new knowledge about how human beings should understand themselves in relation to those four objects” (2). He argues that each Copernican turn creates epistemological obstacles, and he engages these obstacles through the lens of the German concept Erscheinungsformen, which he translates as phenomenal forms. The author explores “the threats and difficulties that the Erscheinungsformen pose to teaching and learning, and how educators should negotiate these obstacles” (5). Villacaňas de Castro uses the works of Marx, Vygotsky, and Freire to translate the epistemological obstacles into pedagogical problems and then engages pedagogical approaches to solve the problems (7). The author argues that these pedagogical approaches justify participatory action research as the most effective educational approach.
The first section deals with Marx, Freud, and pedagogy. In Chapter I, Villacaňas de Castro introduces the major concepts of Marxist sociology and Freudian psychoanalysis in terms of pedagogical approaches to address the epistemological obstacles. Section II explores epistemology, critical pedagogy, and the liberal principle. The two chapters in this section engage concepts from Marx and Vygotsky to unpack and engage Erscheinungsformen. Villacaňas de Castro argues that this chapter reveals “a theoretical blind spot in Vygotsky’s pedagogy…which it is in the interests of critical pedagogues to resolve” (46). The work of Freire becomes key as Villacaňas de Castro develops this critical pedagogy in the form of social democracy.
The last part of the book, Section III, explores the theory and practice of educational action research. Using Freire’s pedagogical approach and John Elliott’s liberal pedagogy, the author concludes “that John Elliott does not provide educators with a liberal pedagogy, but rather an appropriate method for them to fulfill their main critical goal: to help students understand the nature of the key subject matters that determine their life in society” (114). This supports Villacaňas de Castro’s argument and he concludes that participatory meta-action research is “an effective measure to break the vicious circle both students and I have fallen into” (144).
This book is a very complex and abstract argument. Villacaňas de Castro’s academic writing style will throw off many readers. His sentence structures are very long (including a 141-word sentence on pages 86 and 87) with many embedded clauses. This makes attempting to unpack the already difficult concepts of Marx, Vygotsky, and Freire more challenging. However, the author develops a solid case for a stronger critical pedagogy rooted in participatory action research.
Theological libraries that support programs with components of theological methodology should add this text to their collections. In addition, faculty and graduate students who are working with participatory action research should read this book to explore the epistemological foundations of their methodology.