Preserve and Charge: Exploring the Possessive Nature of Religious Knowledge in Elementary Education

Authors

Jaydan Rees

Abstract

This study explores the possessive nature of religious knowledge in elementary education and how it is preserved and charged by teachers and students in the classroom. Drawing on ethnographic data gathered from observations, interviews, and document analysis, the study examines the ways in which religious knowledge is constructed, shared, and maintained in classroom interactions. The findings illustrate that religious knowledge is often perceived as a possession that is passed down from generation to generation, and that teachers and students play active roles in preserving and charging it with meaning and significance. The study argues that this possessive relationship to religious knowledge is shaped by a variety of factors, including cultural and historical contexts, personal experiences, and social relationships, and that it has significant implications for the ways in which religious diversity is understood and valued in educational settings. Ultimately, the study highlights the need for educators to critically reflect on their own assumptions and biases about religious knowledge and to engage in more nuanced and inclusive approaches to religious education that recognize and celebrate the diversity of beliefs and practices in the classroom.

Citation

Jaydan Rees "Preserve and Charge: Exploring the Possessive Nature of Religious Knowledge in Elementary Education". IEEE Exploration in Machine Learning, 2022.

Supplemental Material

Preview

Note: This file is about ~5-30 MB in size.

This paper appears in:
Date of Release: 2022
Author(s): Jaydan Rees.
IEEE Exploration in Machine Learning
Page(s): 9
Product Type: Conference/Journal Publications