Teaching Media and Religion: Emerging Best Practices

This preface summarizes the emergence of religion and media courses from the 1950s to the present day. It makes the case for why analysis of religion and media coursework is a challenge and reports on research that shows enormous diversity among the types of courses commonly classified as within the “religion and media” subject. The preface furthermore summarizes the other articles in this special issue.     

Religion and New Media: A Uses and Gratifications Approach

This research examines specific relationships between new media and religion. While prior research has focused on the question of whether a relationship exists, we explore technology usage as a predictor of specific religious behavior. Using a sample (N = 423) comprising a cross-section of religious and cultural backgrounds, results indicate that attitudes toward technology and use of social media contribute to how people view religion as a mechanism for meeting needs. Applying uses and gratifications theory in a unique way, three needs related to religion emerged: religion as a means of passing time, religion as a mode of meeting self needs, and religion as a catalyst for learning. We discuss implications of our findings.     

All Work and All Play: Using Games to Teach Religion and Media

To help students learn the concepts, personages, and events central to a course on religion and media, students were charged with designing a board game or a card game that employed this information. They drew from required books and documentaries, which the instructor chose for breadth and inclusiveness, focusing on both print and electronic media as well as on Christianity, Judaism, and Islam. The games were evaluated according to the appeal and educational value of the game design, the clarity and coherence of the written instructions, and the accuracy, significance, and comprehensiveness of the knowledge tested. The assignment helped maximize the time students spent thinking about key information in the course. It also provided the instructor with games that students in future classes can play to help them learn terms central to the study of media and religion.     

The Culturalist Turn in Scholarship on Media and Religion

It has been suggested that one avenue for critically assessing online discourses is in their ability to sustain themselves. In this article, I argue that apocalyptic Christian discourse is highly sustainable in the online environment precisely because its argumentative norms are grounded in a profound narrative plasticity. Because the authorizing biblical texts and interpretive narrative that define this discourse exhibit a profound flexibility, new events are immediately assimilated into the narrative structure, making the discourse highly sustainable in the online environment. However, a case study analysis suggests that precisely the same qualities that allow this sustainability also allow this discourse to insulate itself from the necessarily divergent ideas that might generate more constructive public deliberation.     

Genealogy of an Emerging Field: Foundations for the Study of Media and Religion

This study triangulated research methods to analyze how the public debate on a controversial issue was framed, and by whom, as a means of understanding the process and outcome of that debate. Its findings support the idea that public debates are framed by all involved parties, not just the news media. It also considered how the relative power position held by each side in this debate may have affected their interactions with the news media.     

Social Science and the Study of Media and Religion: Going Forward by Looking Backward

In 2001, Christian aid workers were arrested by the Taliban in Afghanistan on charges of proselytizing. A year later, Baptist hospital workers were gunned down in Yemen. In one case, the country was an enemy of the United States; in the other, the country was an ally. The way in which the proselytizing and the national government was portrayed changed from one set of news coverage to the other, suggesting that political interests, not religious ones, drive this coverage.     

Media, ‘Fat Panic’ and Public Pedagogy: Mapping Contested Terrain

Discourses regarding a ‘global obesity crisis’ and alternative frames (e.g. weight‐inclusive approaches to health) have proliferated through various media of communication. These media range from traditional print and visual formats (e.g. newspapers and television shows) to digital media (e.g. Twitter, Facebook, YouTube), which enable different publics to produce, and not just consume, text, images and other data relating to the body. Reflecting a sociological understanding of educational practices as extending beyond formal schooling, mediated obesity discourse and counter‐movements have also been conceptualised as public pedagogies, which instruct people how to relate to their own and other's bodies, health and subjectivities. This article examines what is critically known about various media at a time when governments and agencies are reinvigorating the global war on obesity, with populations being ‘advised’ to become and remain conscientious weight watchers. In conclusion, the article underscores the salience of social studies of the media when seeking to rethink obesity, incorporating critical reference to moral panic theory and the need to better understand what media can ‘do’ as enactments of public pedagogy.     

New Fields Deserve New Pedagogies: Using Drama in the Basic Course on Media and Religion

This essay discusses drama or how a play is used to teach fundamental concepts of the media-religion interface. Drama, as a participative learning technique is similar to the case study method, but has additional benefits. Using the play, Ghosts of Galileo, the author describes actual experiences with students as they learn from a story, and deal with dilemmas by projecting themselves into the roles of characters in the narrative. While students are often ambivalent about discussing sensitive issues related to religion in the conventional classroom format, they are more comfortable doing so in the context of a story. How to use the play as a readers' theater or fully staged play is explained.     

Teaching Sociology at a Tribal College: Navajo Philosophy as a Pedagogy

This article begins with a brief history of Dine College, the first tribally controlled college in the nation. I then provide an overview of Dine College’s educational philosophy, called Sa’ah Naaghai Bik’eh Hozhoon, and give examples that demonstrate how I apply this SNBH philosophy in my teaching. I discuss my own Dine identity, and explain how that fosters a greater understanding among the students I teach. I also introduce a concept called “the Navajo time bind” that illuminates the challenges I face in teaching sociology to a Navajo population. Overall, this article provides insights about the unique aspects of teaching sociology in a tribally controlled college.     

Teaching About Organized Religion in Social Work

Abstract

Schools of social work commonly teach that the origin of the profession lies in the humanistic principles of the many world faith traditions. However, beginning as early as the days of the Charity Organization Societies (COS) in the late nineteenth century and the Social Security Act of 1935, social work education, research, and practice have increasingly disassociated themselves from religion and its contribution to the profession. Furthermore, a large number of social workers, regardless of their personal religious affiliations, were trained to think that their religion has no relevance for their everyday professional practice. Meanwhile, society, especially in the last two decades, is marching toward greater integration between social services and organized religion. The rift between religion and professional social work practice, extenuated in the past fifty years, is being challenged by devolutionary trends of government funding and social service delivery that encourage faith-based social service provision. These trends also challenge the dogmatic exclusion of religious contents in social work education. In this article, we review the place of organized religion in social work education and present our innovative course to re-link organized religion with social work curriculum.     

Media,Religion, and Politics in Nicaragua: How an Independent Press Threatened the Catholic Church

Nicaragua's La Prensa newspaper stopped publishing a weekly Catholic "Sunday Reading" page in May 2001, replacing it with a more diverse "Religion and Faith" page. A storm of protest followed, with some religious leaders saying the church was being censored. Even Violeta Chamorro, a co-owner of La Prensa and a former Nicaraguan president, denounced the action. Although this was a simple journalistic decision to better serve the readers, the move also carried substantial political implications. La Prensa and the Catholic Church had long been aligned with the powerful economic elite and shared similar histories. Both, for example, had internal battles over whether to support the socialist Sandinista revolution, and both were struggling to hold onto their clients—readers and church members. This power struggle between an independent press and the Catholic Church illustrates their respective efforts to remain relevant to Nicaraguans. This study demonstrates that both acted rationally in support of their own best interests.     

Teaching About A Sex Work Community in India: Toward A Postcolonial Pedagogy

Scholars have questioned the validity of universal social work values and the manner in which international welfare interventions manage basic needs without affecting structural change. This article examines a class on engaging with sex workers in India that was informed by the critiques of normative international welfare engagement. The analysis drew on qualitative interviews with 18 participants, students’ written responses, and the instructor's field notes. Results indicate that structural factors, the class material, and the class format helped students immerse themselves in community life, challenge preconceptions about the community, validate beliefs and ideologies that emerged out of the lived experience of sex workers, and engage in social change. Implications for international social work education and pedagogy are discussed.     

Online Religion and Religion Online: Reform Judaism and Web-Based Communication

This study examines the online communication practices of American congregations associated with the Union for Reform Judaism (URJ), the governing body of American and Canadian Reform congregations, through a content analysis of 252 American URJ congregational Web sites. Web site content was grouped into two categories, “religion online” and “online religion.” Religion online content promotes the organization and provides organizational information, including information related to organizational identity building, community outreach, and encouraging civic and social action. Online religion content allows the user to engage in spiritual activity via the Internet (Helland, 2000 Helland, C. (2000). Religion online/online religion and virtual communitas. In J. Hadden &; D. Cowan (Eds.), Religion on the Internet: Research prospects and promises (pp. 205–224). New York, NY: Elsevier Science. [Google Scholar]; Farrell, 2011 Farrell, J. (2011). The divine online: Civic organizing, identity building, and Internet fluency among different religious groups. Journal of Media &; Religion, 10, 73–90. doi:10.1080/15348423.2011.572438.[Taylor &; Francis Online] , [Google Scholar]). ANOVA and MANOVA analyses were used to determine significant differences in content based on congregation size. Results revealed larger congregations were more likely to use Web sites for organizational identity building, mobilization of civic and social action, and the practice of “online religion,” lending support to the existence of a size-based digital divide among URJ congregations.