Everything Blended: Engaging Combinations, Appropriations, Bricolage, and Syncretisms in Our Teaching and Research
In this essay, I open a discussion on how the blending and combining of cultural elements are understood and engaged in our classrooms and research. Specifically, I do two things. First, I illustrate that combining and blending practices, while perhaps more visible in the contemporary period, are a...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Equinox
[2018]
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| In: |
Implicit religion
Year: 2018, Volume: 21, Issue: 4, Pages: 362-382 |
| Standardized Subjects / Keyword chains: | B
USA
/ Syncretism
/ Spiritual warfare
/ Charismatic movement
/ Religious pedagogy
/ Religious practice
|
| RelBib Classification: | AD Sociology of religion; religious policy AG Religious life; material religion AH Religious education KBQ North America |
| Further subjects: | B
American religions
B Teaching methods B appropriations B Blended learning B United States History B Third Wave B Syncretism B Bricolage |
| Online Access: |
Volltext (doi) |
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| 520 | |a In this essay, I open a discussion on how the blending and combining of cultural elements are understood and engaged in our classrooms and research. Specifically, I do two things. First, I illustrate that combining and blending practices, while perhaps more visible in the contemporary period, are a constant in American religious history. Second, I provide a case study of Third Wave Spiritual Warfare that heeds the anthropologist Charles Stewart's suggestion that one useful way to approach syncretism (and its synonyms) is by examining the discourses and debates that individuals and groups have over what activities and ideas are viewed as such. Overall, I argue that we need to develop a method for both teaching and examining the appropriative bricolage that makes up religious practices. | ||
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