Teaching religion and international relations: disciplinary, pedagogical, and personal reflections
The study of religion and international religions has witnessed an exponential growth in recent decades. Courses and programs exploring the complex entanglements between faith and global politics have likewise mushroomed around the world. Despite this ferment, reflections on teaching religion and in...
| Authors: | ; ; ; ; ; ; |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Oxford University Press
2019
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| In: |
International studies perspectives
Year: 2019, Volume: 20, Issue: 4, Pages: 301-343 |
| Further subjects: | B
Earth
B International policy B Learning technique B Religion B Teaching method B Politics B Religiosity B School teaching B Institute of higher learning |
| Online Access: |
Presumably Free Access Volltext (Resolving-System) |
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| 245 | 1 | 0 | |a Teaching religion and international relations |b disciplinary, pedagogical, and personal reflections |c Gregorio Bettiza (University of Exeter), Deina Abdelkader (University of Massachusetts Lowell and Harvard University), David T. Buckley (University of Louisville), Jocelyne Cesari (University of Birmingham and Georgetown University), Jeffrey Haynes (London Metropolitan University), Nukhet Sandal (Ohio University) and Giorgio Shani (International Christian University) |
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| 520 | |a The study of religion and international religions has witnessed an exponential growth in recent decades. Courses and programs exploring the complex entanglements between faith and global politics have likewise mushroomed around the world. Despite this ferment, reflections on teaching religion and international relations have so far lagged behind. This forum seeks to remedy this general silence. It brings together a diverse range of scholars from a multiplicity of national, religious, methodological, and theoretical backgrounds who teach across a variety of different geographical settings including North America, Europe, and East Asia. Contributors reflect on three broad themes. First, how do we engage with the contested character of religion as a category of analysis and practice, and with the multidisciplinary nature of its study? Second, how does the context within which we operate—be it geographical, cultural, institutional, or historical—influence and shape who, what, and how we teach? Third, how do we address the important and, at times, contentious personal and ethical challenges that our research and teaching on religion and politics inevitably raises in the classroom? | ||
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