Rule of law: Sharia panic and the US Constitution in the House of Representatives

In spring of 2011, Peter King (R-NY) convened a hearing titled ‘The Extent of Radicalization among American Muslims’ in the US House of Representatives. Democratic participants critiqued the hearings and contextualized the proceedings within the long history of institutionalized racism in the USA. They argued that the hearings were a threat to the Constitution itself, a violation of the Fourteenth Amendment's equal protection clause and the First Amendment's guarantee of freedom of religion. Republican participants shared concerns about threats to the Constitution but suggested that the hearings were part of a strategy to combat this threat. Numerous Republican participants identified forms of Islamic law, or sharia law, as the primary threat to the integrity of the rule of law (ROL). Despite opposing positions, all actors agreed that the ‘ROL’ is that which will save the nation from threats posed from both outside and inside the nation and, as such, it is the ROL itself that must be protected. In this sense, the ‘ROL’ ensured by the Constitution inadvertently became the primary object of the hearings. In this essay, we bring analytical approaches from performance studies and anthropology to argue that the hearings impel a re-examination of the concept of ‘ROL’ itself. Rather than simply addressing the legislative effects of the hearings, we are interested in what they reveal about the performative and cultural dimensions of the law and the lawmaking process. While critics of the hearings derisively referred to them as ‘political theater’, we suggest that it is the nature of the King Hearings as staged public spectacle that imbue them with a politically performative power. We also identify the specific effects of sharia panic in contemporary US American political and legal discourse.     

Faith,gender and development agendas in Nigeria: conflicts,challenges, and opportunities

Religion is a dominant force in private and public life in most developing countries. Based on fieldwork in Nigeria, where Christianity and Islam are the two major religions, this article looks at ways in which religion interplays with development and gender equality, and what this means for development policy and practice. First, it explores conflicts and challenges, looking at how religious and indigenous customary values converge as powerful influences, affecting all areas of women's lives. The article goes on to examine the impact of these influences on individual women's choices and aspirations in the context of Nigerian development policy on gender equality. Against this backdrop, it highlights opportunities that can stem from religion, pointing to the ways in which Nigerian faith-based women's organisations are beginning to use religion as a basis for challenging male bias and promoting holistic development.     

Teaching the Use of the Library

The purpose of the study was to examine if and how elementary preservice teachers’ perceptions about history were changed upon their completion of a class project that engaged them in a discipline-specific inquiry as a method of teaching history. Surveys were administered to assess any changes in their perception of the history before and after they participated in the class project. The preservice teachers’ reflective writings were used to explore any themes that emerged about historical inquiry as well as to understand their development of pedagogical knowledge about teaching history. The study results provide implications for inquiry-based teaching in social studies education.     

Changes in professional vision in the context of practice

In initial teacher education, it is a challenge to foster the development of teaching skills proximal to classroom action. In this study, the impact of a combined practical and theoretical university-based term on preservice teachers’ professional vision is investigated by a video-based approach to supervising their knowledge acquisition and assessing their learning outcomes. Participants were N = 109 preservice teachers attending a 5-month theory practice term guided through video-based courses about effective teaching and learning. We measured their changes in professional vision using the video-based tool Observer. Our results show that preservice teachers positively change their professional vision during the theory practice term, especially if they show low entry levels at the beginning. Their notes on the observed teaching lessons illustrate these changes.     

Preservice Teachers’ Sources of Information on Mandatory Reporting of Child Sexual Abuse

Teachers in many countries are mandated by law, professional codes, or education authorities to report child abuse and neglect, including child sexual abuse. However, teachers may not receive adequate preparation for such sensitive interventions, as preservice teacher education degrees provide very few or no compulsory courses on child protection and crucially related, lifelong health and well-being issues. So, where do preservice teachers source their information regarding the mandatory reporting of such abuse? This research examines preservice teachers’ professional university education for their sources of information about mandatory reporting and child sexual abuse. A sample cohort of 56 final 4th-year university bachelor of education (primary school) student teachers in Australia identified the sources they used regarding 10 important aspects of child protection. The results suggest that most did not learn about mandatory reporting or child sexual abuse, and others cited sparse and sporadic public media as their primary information source. These findings, building on previous evidence about inadequate or nonexistent preservice mandatory intervention courses in primary teacher education, may guide the design of appropriate training responses enhancing educational professionals’ knowledge, competencies, skills, and efficacies as mandatory reporters of child sexual abuse.     

Media art and the resurrection of an image: motion and sculpturing

The last decades' increase in the visual methods in social science has not been reflected in the study of religion. There is a rather perplexing absence of such methods in the study of religion, given the importance of visual symbolism in many religious traditions. This article is about photo-elicitation among young Christians, Muslims and non-religious people in the multicultural Grønland area in inner-city Oslo, Norway. We focus on two images of holy books: a Bible with a pair of aged hands folded on top, and a Qur'an with a prayer bead. Four narratives that these two images elicited form the basis of the article: (1) ‘Everyday life sociologists of religion’; (2) ‘Cousin Religion's holy book: tool for everyday cosmopolitanism’; (3) ‘Translating holy books’; and (4) ‘The image becomes sacred’. From these narratives, we discuss how photo-elicitation can work in the study of religion. We outline which participants provided which narratives. We discuss the potential of images for tapping silent knowledge about different religious life-worlds, and for bridging different social and cultural worlds.     

Science,Invention and Society

Social studies teacher educators highlight the importance of oral stories and histories in the social studies classroom, leading social studies learners to seek multiple perspectives and encourage historical thinking in the classroom. However, preservice teachers are given few opportunities to internalize this idea. In this article, the author examines the collection of oral stories and creation of performances in a social studies methods course. The process involves preservice teachers conducting oral history interviews, choosing material to explore, creating and performing stories, and sharing their representations with peers. As preservice teachers become storytellers of someone's history, they are made aware of their own subjectivity.     

Elementary Preservice Teachers’ and Teacher Educators’ Perceptions of Financial Literacy Education

The authors conducted an online survey of elementary teacher education programs within a large midwestern state to assess preservice teachers’ and teacher educators’ beliefs about and preparedness to teach financial literacy. Very few preservice teachers had meaningful experiences with personal finance in high school, college, or personal decision making. No teacher educators reported ever teaching financial literacy in their higher education roles. Only 13% of teacher educators and 25% of preservice teachers thought that it was very important to teach financial literacy in elementary education. Most teacher education faculty and preservice teachers reported that they were not well qualified to use state economics standards or the JumpStart standards for financial literacy. Preservice teachers were more confident in meeting financial literacy standards than teacher educators. Both preservice teachers and teacher educators expressed openness to collaborating with other faculty members, members of the financial service industry, and parents to teach financial literacy. Follow-up phone interviews affirmed that elementary preservice teachers and teacher educators value social studies education (and financial literacy) less than reading and mathematics education. Qualitative results also suggest that elementary preservice teachers and teacher educators would like more easily accessible resources for teaching financial literacy.     

Historical Sociology and Secularisation: The Political Use of ‘Culturalised Religion’ by the Radical Right in Spain

The critique of the theory of secularisation has favoured the emergence of a series of concepts for the analysis of contemporary socio-religious transformations, such as ‘culturalised religion’. These categories constitute, in turn, an opportunity to rethink the process of secularisation from the perspective of historical sociology. Against this background, this article carries out a theoretical analysis of the ambiguities of secularisation in Spain from which a cultural approach to religion (‘culturalised religion’) emerges and its potential connection to the expansion of the radical right-wing party Vox, which became the third-largest party in Spain's parliament in the 2019 national election. After analyzing this interrelation between ‘culturalised religion’ and the radical right on the basis of statistical sources, discourse analysis and bibliographical sources, the article concludes by stressing the importance of historical sociology for understanding phenomena like ‘culturalised religion’, which take us out of the binomial logic that has marked part of the interpretation of secularisation (revival of religions vs decline of the religious) and introduce us into the multiple interactions between the historical past and sociological reality.     

Adoption as a Diversity Issue in Professional Preparation: Perceptions of Preservice Education Professionals

This research explored preservice teachers' and counselors' perceptions of the needs of adopted children in schools. Using a quasi-experimental survey design, this study examined the views of preservice teachers and counselors toward adoptive families before and after an educational intervention. Findings from this research support the effectiveness of a brief, standardized intervention in increasing preservice education professionals' awareness of particular challenges adopted children and their families may face in school settings. Qualitative data indicated preservice education professionals' awareness of adopted children and their families in their internship experiences. Learning about adoptive families can be part of sensitizing education professionals' to the growing diversity of families and children in U.S. schools.     

Recent Happenings in the Social Studies

Students often bring considerable prior information about the Holocaust to their study of the event, with much of that knowledge being inaccurate or incomplete. In addition, the Shoah's complexity necessitates that teachers establish a well-defined framework as they introduce the topic to their students. This article outlines an opening lesson for a Holocaust unit in which students develop a definition of the event by completing a multistep process that deconstructs the United States Holocaust Memorial Museum's definition of the Shoah. Through this process, teachers gain valuable information about students’ prior knowledge while establishing a structured approach to the teaching of the event. In addition, students’ content knowledge of the Shoah is expanded as critical topics about the event are introduced at the start of their study of the topic.     

Intercultural literacy dialogue: international assessment moderation in early childhood teacher education

ABSTRACT

This research reports intercultural dialogue of meaning making in literacy by lecturers, engaged with an assessment moderation process of early childhood education (ECE) preservice teacher education across Australia, New Zealand and Sweden. The purpose of the dialogue was to inform pedagogical and conceptual knowledge in their courses. The research question is: How does intercultural dialogue inform teacher education literacy practices? Methods include (1) a blind assessment review process using 30 examples from ‘high’ to ‘low’ exemplars of ECE students’ literacy assessment annotations, some from each country, and (2) textual analysis of intercultural student feedback and reflection from student forum comments and, semi-structured reflexive interviews with students about the assessment moderation process. Rich academic reflections on the data have led to our recommendations that the conceptual framework of intercultural praxis could be applied in early childhood preservice teacher education practice. Further, we suggest there are increased possibilities for the use of intercultural literacy with ECE preservice student teachers using virtual and explicit collaborations and texts as explained in this research.     

LANGUAGE STRUCTURING OF RELIGIOUS AWARENESS: A LEXICOGRAPHIC APPROACH

We take a semiotic approach to studying religion in order to assess how basic English conveys the structure of the institution of religion and provides the lay public with knowledge about religious identities. Our data consist of definitions of religious identities provided by two dictionaries. The identities we consider are from Christianity, Judaism, Islam, Hinduism, Buddhism, and other religions. From the dictionary definitions, we created a semantic network showing how the meaning of one identity is elucidated by references to other identities. The network can be interpreted as roughly mapping the institutional layout of religion. Identities in the network partition into clusters corresponding to the major faiths, and status hierarchies of some institutional structures like abbeys are evident within faiths. A few bridging identities link different faiths, so the overall structure is loosely connected apart from a few semantic isolates. Our results suggest that basic English biases its speakers' awareness overwhelmingly toward Christian identities, provides meager knowledge regarding Judaism, and offers limited and sometimes eccentric views of other major faiths.     

The New Theology and the Sociology of Religion*

La nouvelle theologie represente une forme contemporaine d'expression religieuse qui est d'un interet tout particulier pour la sociologie des religions. Non seulement pouvons-nous decouvrir quelques-uns des facteurs sociaux qui ont suscité ces changements dans la theologie, mais aussi certaines des consequences sociologiques de la nouvelle theologie suggerent une revision theorique de la perspective traditionnelle (centree sur l'Eglise) de la sociologie des religions. Nous pretendons que cette nouvelle theologie peut fournir des donnees objectives dans noire recherche d'une comprehension sociologique plus exhaustive et universelle de la religion. The New Theology represents a contemporary form of religious expression that is of specific interest to the sociology of religion. Not only can we uncover some of the social sources of this change in theology, but there are also sociological implications of the new theology that encourage a theoretical review of the previously restricted church-oriented perspective of the sociology of religion. It is our contention that the new theology can provide objective data in the quest for a more comprehensive and universal sociological understanding of religion.     

Moving Beyond Agency: A Review of Gender and Intimate Relationships in Conservative Religions

Studies of gender regimes within conservative religion have often focused on the dynamics of intimate relationships to separately analyze women's agency and men's authority. By bridging studies of men and women in a variety of intimate relationships, this article provides a relational analysis of how gender and religion intersect in daily life. Given the importance of marriage within conservative religions, I first review studies of married women and married men to illustrate the varied ways these institutions intersect. Next, I present findings from the limited but burgeoning scholarship on those who have not yet or cannot live up to the religious goal of heterosexual marriage: unmarried heterosexuals and gay and lesbian relationships.     

Religion, religiosity and educational attainment of immigrants to the USA

This paper quantifies the association between religions, religiosity and educational attainment of new lawful immigrants to the US. This paper considers a broad set of religions that includes most of the major religions of the world. Using data from the New Immigrant Survey (2003), we show that affiliation with religion is not necessarily associated with an increase in educational attainment. Muslim and “Other religion” immigrants have less education compared to the immigrants who are not affiliated with any religion. However, affiliation with the Jewish religion is associated with higher educational attainment for males. With regard to religiosity, our results show that high religiosity is associated with lower educational attainment, especially for females. We also outline alternative frameworks that provide insight about the mechanisms that link religion and religiosity with educational attainment.     

Intercultural praxis: Australian diploma of early childhood education preservice teacher visual literacy comparisons between Australia and Vietnam

ABSTRACT

This research investigates an intercultural praxis approach to using visual research methods, in Australia and Vietnam, with preservice teachers in a Diploma of Early Childhood (DEC) course. The paper results from limited research with DEC preservice teachers exploring the development of intercultural praxis and limited research in teaching whilst using visual images (photos). The methodology is supported by using Bennett’s developmental continuum for intercultural sensitivity and draws on sociocultural theories to consider how these DEC preservice teachers’ histories and situational contexts are relevant in understanding the development of intercultural communication. Mixed methods include a comparative analysis of student-produced visual multiliteracy images (photographs) generated in Australia and Vietnam, during 2015 and 2016, annotations on those photos and interviews with two cohorts of students (n = 27) six months after their experiences in Vietnam. Analysis is reinforced with Sorrells’ intercultural praxis framework to understand students’ capacity to use inquiry, framing, positioning, and dialogue processes as a result of their study tour to Vietnam. The paper outlines and reinforces the importance of being explicit in developing intercultural sensitivity in dynamic teaching contexts and illustrates the increasing awareness of intercultural communication with these DEC students.     

Are Codes of Ethics Promoting Religious Literacy for Social Work Practice?

ABSTRACT

As codes of ethics play at least a symbolic, if not educational, role in highlighting and informing professional priorities, 16 codes of ethics for social work practice were examined for references to religion and belief and analysed against the four domains of Dinham’s religious literacy framework. Although religion and belief are mentioned in all but two of the documents, approximately half the surveyed codes only mention religion and belief in respect of either knowledge or skills. Some recognise the need for social workers to be aware of their own biases, but few recognise the need to explain what is meant by religion and belief, despite these terms being in flux. While codes of ethics can contribute to the development of religious literacy among social workers, this requires social workers who already have some religious literacy to actively participate when codes of ethics are being revised.

IMPLICATIONS

• It is an ethical imperative that social workers are able to engage with religion and belief.

• Social workers require religious literacy, including skills and knowledge of different religions, recognition of the fluidity of the concepts, “religion” and “belief”, and understanding one’s own attitudes towards religion.

• Codes of ethics can contribute to the development of religious literacy among social workers, but this potential is often not realised as fully as it might be.

     

The “Real Thing”

This article examined the value of using nonfiction graphic novels as historical narratives in the social studies curriculum. Preservice teachers evaluated several graphic novels and identified attributes of graphic novels that could contribute to students’ development of historical thinking and understanding of multiple perspectives. Despite the preservice teachers’ value for graphic novels as resources and their desire to use them in their future classrooms, all of the preservice teachers identified reasons why they would not be able to use graphic novels in their future school context. The findings suggested that the preservice teachers’ desire to be accepted by their school community took precedence over their intention to use resources that they deemed engaging and beneficial for student learning.     

Child,Mother, Father,and Teacher Beliefs About Child Academic Competence: Predicting Math and Reading Performance in European American Adolescents

Beliefs about child competence in math and reading have important implications for academic performance in adolescence. However, it is unclear whether children's own beliefs are the most important predictor of their academic performance or whether parents’ and teachers’ beliefs about child competence influence child academic performance. We assessed mothers’, fathers’, teachers’, and children's beliefs about European American children's (N = 189) competence in math and reading at age 10 and children's math and language performance at ages 10, 13, and 18 years. Confirmatory factor models demonstrated that children's and teachers’ beliefs had lower loadings on a latent variable of child competence in math and reading than mothers’ beliefs. Children's self‐competence beliefs in math and reading were not significantly correlated, suggesting children may use dimensional comparisons when assessing their own competence. Mothers’, fathers’, and teachers’ assessments of child competence in math were strongly correlated with their assessments of child competence in reading. Controlling for stability in academic performance, family socioeconomic status, and other reporters, mothers and fathers who rated their children's math competence higher had adolescents who performed better in math, and fathers who rated their children's reading competence higher had adolescents who performed better in language tasks. However, children who rated their own competence higher in math and reading had lower math and language (for girls only) performance in adolescence. European American children may use dimensional comparisons that render them poorer judges of their math and reading competence than parents.