What does feminist pedagogy look like online? Is it even possible? This article describes intentionally incorporated many aspects of embodied feminist pedagogy into the Women's Studies in Religion online learning community during the semester when the seminar was taught online due to the COVID‐19 pandemic. This essay shares techniques for and trials and triumphs in taking specific aspects of bell hooks's engaged critical pedagogy to an online classroom format. The authors assert that, despite the absence of physical bodies and a physical classroom, such feminist pedagogies can apply to and thrive in an online graduate theological classroom. [ABSTRACT FROM AUTHOR] Copyright of Teaching Theology & Religion is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
{"title":"Taking bell hooks on zoom: Embodying feminist pedagogy in a graduate theological classroom","authors":"Mahjabeen Dhala, Sheryl Johnson","doi":"10.1111/teth.12593","DOIUrl":"https://doi.org/10.1111/teth.12593","url":null,"abstract":"What does feminist pedagogy look like online? Is it even possible? This article describes intentionally incorporated many aspects of embodied feminist pedagogy into the Women's Studies in Religion online learning community during the semester when the seminar was taught online due to the COVID‐19 pandemic. This essay shares techniques for and trials and triumphs in taking specific aspects of bell hooks's engaged critical pedagogy to an online classroom format. The authors assert that, despite the absence of physical bodies and a physical classroom, such feminist pedagogies can apply to and thrive in an online graduate theological classroom. [ABSTRACT FROM AUTHOR] Copyright of Teaching Theology & Religion is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","PeriodicalId":43110,"journal":{"name":"Teaching Theology and Religion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88438202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The challenge of integrating best practice for teaching and learning is perennial. Within an Australian context, despite increases in student satisfaction over the decades, challenges remain concerning student classroom engagement, peer collaboration and the value and use of technology. Within my own religious and theological university environment, I have sought to address some of these challenges in the development of a Doing Theology Capstone Unit. This paper outlines the key subject information of the unit, followed by five key areas that informed the development. It is argued that by taking seriously the teaching and learning nexus, requires paying attention to these five key areas. The discussion section of this paper, therefore, explores demographics and diversity, active learning, constructive alignment, assessment and technology. These five areas are explored in relation to the developed curriculum for the Doing Theology unit. It is argued that by paying attention to these areas we can enable greater student engagement and peer-to-peer participation.
{"title":"Developing a theology capstone unit through the teaching and learning nexus","authors":"B. Macallan","doi":"10.1111/teth.12590","DOIUrl":"https://doi.org/10.1111/teth.12590","url":null,"abstract":"The challenge of integrating best practice for teaching and learning is perennial. Within an Australian context, despite increases in student satisfaction over the decades, challenges remain concerning student classroom engagement, peer collaboration and the value and use of technology. Within my own religious and theological university environment, I have sought to address some of these challenges in the development of a Doing Theology Capstone Unit. This paper outlines the key subject information of the unit, followed by five key areas that informed the development. It is argued that by taking seriously the teaching and learning nexus, requires paying attention to these five key areas. The discussion section of this paper, therefore, explores demographics and diversity, active learning, constructive alignment, assessment and technology. These five areas are explored in relation to the developed curriculum for the Doing Theology unit. It is argued that by paying attention to these areas we can enable greater student engagement and peer-to-peer participation.","PeriodicalId":43110,"journal":{"name":"Teaching Theology and Religion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89923422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Larry AbbottGolemonClergy Education in America: Religious Leadership and American Public Life, 1785 to 1935. Oxford University Press, 2021.","authors":"R. Jones","doi":"10.1111/teth.12589","DOIUrl":"https://doi.org/10.1111/teth.12589","url":null,"abstract":"","PeriodicalId":43110,"journal":{"name":"Teaching Theology and Religion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82913086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Self‐encountering exercises in theology classroom","authors":"Hanna Kang","doi":"10.1111/teth.12594","DOIUrl":"https://doi.org/10.1111/teth.12594","url":null,"abstract":"","PeriodicalId":43110,"journal":{"name":"Teaching Theology and Religion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73769197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Fostering spiritual intelligence and a concomitant development of WTC in EFL learners","authors":"Parisa Abdolrezapour, Javad Alipour","doi":"10.1111/teth.12592","DOIUrl":"https://doi.org/10.1111/teth.12592","url":null,"abstract":"","PeriodicalId":43110,"journal":{"name":"Teaching Theology and Religion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79217272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Halah A. Al Kuhayli, Khadija El Alaoui, M. Pilotti
{"title":"Critical minds in Arabic and Islamic studies courses: A whiff of change","authors":"Halah A. Al Kuhayli, Khadija El Alaoui, M. Pilotti","doi":"10.1111/teth.12591","DOIUrl":"https://doi.org/10.1111/teth.12591","url":null,"abstract":"","PeriodicalId":43110,"journal":{"name":"Teaching Theology and Religion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90567939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Addressing the whole student for engaged pedagogy","authors":"J. Davidson","doi":"10.1111/teth.12595","DOIUrl":"https://doi.org/10.1111/teth.12595","url":null,"abstract":"","PeriodicalId":43110,"journal":{"name":"Teaching Theology and Religion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88221438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Reflections on theological education in non‐traditional theological contexts: The case of the course\u0000 Theology of Medicine and Nursing","authors":"M. Lundmark","doi":"10.1111/TETH.12582","DOIUrl":"https://doi.org/10.1111/TETH.12582","url":null,"abstract":"","PeriodicalId":43110,"journal":{"name":"Teaching Theology and Religion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/TETH.12582","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49133081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：