Abstract: Previous work on conservative Protestant creationism fails to account for other creationists who are much less morally invested in opposition to evolution, raising the sociological question: What causes issues’ moral salience? Through ethnographic fieldwork in four creationist high schools in the New York City area (two Sunni Muslim and two conservative Protestant), I argue that evolution is more important to the Christian schools because it is dissonant with their key practices and boundaries. The theory of evolution is salient for American Evangelicals because it is dissonant with reading the Bible literally, which is both their key practice and key boundary. For American Muslims, the key practice is prayer, and the key boundary is gender performance, neither of which is dissonant with evolution. These cases provide evidence for a theory of moral salience that is more cultural and micro-level than the typical political and macro-level studies of issues’ political salience.
Abstract: This article examines a Fijian kindergarten using Accelerated Christian Education (ACE), a curriculum produced by an American corporation for Christian homeschoolers, which combines academic and emotion pedagogies. Pedagogies prompting children to label, reflect on, and control their emotions are popular in American schools and said to develop skills necessary to be self-directed, risk-taking entrepreneurs under neoliberalism. In contrast, in Fiji, children educated with the ACE curriculum are told that feeling the correct emotions is a “commitment” and that submitting to authority will benefit everyone. The ACE curriculum appears to turn working-class American children and children in peripheral countries like Fiji into submissive workers in corporations while middle-class Euro-American children are socialized to become innovative entrepreneurs. But further examination shows that Fijian parents and teachers see the curriculum as giving their children the proper skills to succeed in a world outside of Fiji.
Abstract: This article ethnographically analyzes the practices of deaf young adults in Bangalore, India. As sign language is not used by families, schools, or other institutions, the church is a crucial educational space. Churchgoing provides deaf young adults with opportunities to orient themselves toward other deaf young adults, to develop new ideas of self and other, and to value sign language.
Abstract: Exploring missionary study at an Assemblies of God Bible college through ethnography and training manuals demonstrates systematic pedagogies that cultivate sensory capabilities encouraging yielding, opening to rupture, and constraint. Ritual theory and the Anthropology of Christianity shift analytic scales to include “cultivation,“ a “third term“ enabling simultaneous apprehension and consolidating of the oppositions (experience–doctrine, revival–church, or spontaneous rupture–restrained continuity) internal and central to Pentecostalism. Further, cultivation complicates valorizations of the disjunctive “event“ as militant radical icon.
Abstract: A “native“ Christian ethnographer finds religious education at this church-sponsored school to pursue two distinct, and occasionally conflicting, curricula: “love“ and “purity.“ The curriculum of love draws on what Turner called liminality and communitas in an effort to promote spiritual “encounters with God,“ whereas the curriculum of purity stresses adult–student hierarchies as students are urged to reject “worldly“ popular culture. Adults were caught between the two goals when one student asserted a gay identity.
In Eastern Christianity novitiate is a period of learning to experience the presence of God in one’s life and the world. Novices follow the hesychast prayer, a mystical tradition that leads them to an experiential knowledge of God. In this paper, I argue that novitiate should be regarded as a complex learning process involving specific assemblages of contextual, cognitive, body-sensory and emotional aspects. By educating their attention and emotion novices learn to see beyond and within reality and thus discover the potentiality of people and things ‘in the likeness of God’. Religious transmission happens not only through embodied practice and the active acquisition of religious knowledge but, more importantly, through the work of the imagination. Novices’ orientation towards the transcendent requires an expansion of the imaginative capacities beyond their ‘routine’ functioning. Imagination could be thus seen as a key cognitive capacity through which they learn to experience God.
Abstract: This article discusses the unique methodological challenges that 2 secular researchers encountered while studying an evangelical collegiate enclave. The article showcases the researchers’ retrospec- tive sense making of their fieldwork and offers insights for qualitat- ive researchers interested in studying faith-based organizations.
Abstract: This article provides an ethnographic account of the tensions arising from the different ways of building authority as teachers and the role of higher education in establishing teachers’ legitimacy in Russia through the specific example of religious education. After state atheism was abandoned in 1991, an unprecedented demand for religious knowledge appeared in Russia, in particular in relation to Russian Orthodoxy. Since the Russian context of Orthodox education lacks shared standards, there is considerable latitude in the criteria determining norms and rules. Seeking to increase its influence, the Russian Orthodox Church aspires to have Orthodox catechism taught in a systematic way both in parishes and in secular schools. In practice, the Church is encouraging professional pedagogues to submit their curriculum proposals that would be suffused with Orthodoxy and at the same time be eligible for adoption in all settings and institutions. Thus, in order to educate teachers of religion, the Church has made available multiple, diverse sources of religious knowledge (self-learning, various courses offered by the eparchies, Spiritual Academies, and other institutions of higher education). But the legitimacy of these sources is often questioned, for instance by asking whether the institution that delivers diplomas of religious higher education has been granted formal state recognition. The teachers’ quest for being acknowledged as competent technicians of religious education leads to competing claims for the authenticity of the sources of their training.