Teaching

Scholarship on Pedagogy

“Naming Resistance and Religion in the Teaching of Race and White Supremacy: A Pedagogy of Counter-Signification for Black Lives Matter,” Race & Pedagogy Journal, vol. 4, no. 3 (2020), 1-22. Link

Abstract

The need to bring religion into our teaching of race and white supremacy is critically important, but by simply naming it, we take the first step in inviting our students to understand the how’s and why’s of it. The pedagogy of naming described herein, which is inspired by the #BlackLivesMatter movement, is theoretically grounded in the theory of signification and counter-signification developed by scholars of religion, Charles H. Long and Richard Brent Turner. I explore how the act of naming, as a form of signification, can be employed to heuristically structure intersectional considerations of religion in the teaching of a Black Lives Matter course. Specifically, the study draws upon teaching units from my Black Lives Matter course in order to address how a critical analysis of Christian privilege and Christo-normativity, Islam, and religious history can figure into critical engagements with race and white supremacy.