This volume explores the twenty-first century classroom as a uniquely intergenerational space of religious disaffiliation, and questions about how our work in the classroom can be, and is being, re-imagined for the new generation. The culturally hybrid identity of Millennials shapes their engagement with religious "others" on campus and in the classroom, pushing educators of comparative theology to develop new pedagogical strategies that leverage ways of seeing and interacting with their teachers and classmates. Reflecting on religious traditions such as Islam, Judaism, African Traditional Religions, Hinduism, Christianity, and agnosticism/atheism, this volume theorizes the theological outcomes of current pedagogies and the shifting contours of comparative theological discourse.
Introduction Part 1: Comparative Theology in a Millennial Classroom 1. (Un)Silencing Hybridity: A Postcolonial Critique of Comparative Theology Judith Gruber 2. Newman, Millennials, and Teaching Comparative Theology William L. Portier 3. Teaching and Learning Comparative Theology with Millennial Students Mary E. Hess 4. The Religion Classroom as a Site for Justice Wanda Scott Part 2: Interrogating Identity 5. Comparative Theology at the Intersections of (Multi)Racial and (Multi)Religious Identities Tracy Sayuki Tiemeier 6. Soteriological Privilege Mara Brecht 7. Teaching Tawhid: Unity through Diversity Syed Adnan Hussain 8. Feeling Comparative Theology: Millennial Affect and Reparative Learning Lisa Gasson-Gardner and Jason Smith 9. Constructing Boundaries by Crossing Them: Comparative Theology as a Practice of Community Self-Definition Reid B. Locklin Part 3: Getting (Comparatively) Theological 10.Among the "Nones": Questing for God in the Twenty-First Century Classroom Jeannine Hill Fletcher 11. What Muslims Can Teach Catholics about Christianity Rita George-Tvrtković 12. Recognizing the Place of African Traditional Religions in the Comparative Theological Discourse: Mediating Classroom Encounters through Storytelling SimonMary A. Aihiokhai 13. Dharma and Moksha, Works and Faith: Comparatively Engaging the Tension Between Ethics and Spirituality Madhuri M. Yadlapati 14. Knowing Their Rites: The Formation of ‘Textual Confidence’ among Jewish and Muslim Women in Academic and Community-Based Settings Shari Golberg 15. Teaching World Theologies through Film Jon Paul Sydnor Afterword Francis X. Clooney, S.J.
The Routledge Research in Religion and Education series aims at advancing public understanding and dialogue on issues at the intersections of religion and education. These issues emerge in various venues and proposals are invited from work in any such arena: public or private education at elementary, secondary, or higher education institutions; non-school or community organizations and settings; and formal or informal organizations or groups with religion or spirituality as an integral part of their work. Book proposals are invited from diverse methodological approaches and theoretical and ideological perspectives. This series does not address the work of formal religious institutions including churches, synagogues, mosques, and temples. Rather, it focuses on the beliefs and values arising from all traditions as they come into contact with educational work in the public square.
Please send proposals to Mike Waggoner (email@example.com) and Matthew Friberg (firstname.lastname@example.org).