Dissertation/Thesis Abstract

Inadvertent Evangalisms (Or Not): Teachers' Views on Religion, Religious Beliefs, Positionality and Presence and Their Influence on Their Curricular Choices in the Classroom
by Lipmen, Sara-Jean, Ed.D., University of Southern California, 2017, 208; 10287583
Abstract (Summary)

There has been very limited research on the possible role religion has in its influence on teacher choices, especially within a Social Science classroom. The purpose of this study was to examine how secondary Social Studies teachers explicitly and implicitly treat religion as a factor in the teaching of history and how their own affinity with/to a religion and beliefs about religious institutions influence their curricular choices. The following research question informed the study: How are teachers’ religious identities, affinities and positionality revealed in their curricular choices?

Through the use of the multiple case study model using interviews, observations and artifacts, this dissertation examined how secondary Social Studies teachers explicitly and implicitly treat religion as a factor in the teaching of history and how their own affinity with/to a religion and beliefs about religious institutions influence their curricular choices. Using the lenses of positionality and presence, while explicitly being aware of American Civil Religion, religious hierarchies and Christian Privilege, this study examined two Atheist/Agnostic teachers in a comprehensive urban high school settings.

The findings are presented as single case studies with a cross case analysis. The analysis of findings found that both teachers did not include religion as a significant factor of history and therefore, did not privilege religion as a topic in their classes. The data showed that both teachers, despite their religious identifications, had internalized Civil American Religion and its alignment with Christianity.

Indexing (document details)
Advisor: SLayton, Julie
Commitee: Kaplan, Sandra, Samkian, Artineh
School: University of Southern California
Department: Education(Leadership)
School Location: United States -- California
Source: DAI-A 79/01(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Teacher education, Secondary education, Social studies education
Keywords: Curriculum, History, Positionality, Presence, Religion, Teachers
Publication Number: 10287583
ISBN: 9780355189926
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