The Westminster Handbook to Women in American Religious History provides an affordable and accessible reference to over 750 outstanding individual women and women's organizations in American religious history.--From publisher description.
Overall, its breaking of disciplinary isolation, enhancing of mutual understanding, and laying out of a transdisciplinary platform makes this Handbook a milestone in identity studies. - Sociology Increasingly, identities are the site for interdisciplinary initiatives and identity research is at the heart of many transdisciplinary research centres around the world. No single social science discipline ′owns′ identity research which makes it a difficult topic to categorize. The SAGE Handbook of Identities systematizes this complex field by incorporating its interdisciplinary character to provide a comprehensive overview of its themes in contemporary research while still acknowledging the historical and philosophical significance of the concept of identity. Drawing on a global scholarship the Handbook has four parts: Frameworks: presents the main theoretical and methodological perspectives in identities research. Formations: covers the major formative forces for identities such as culture, globalisation, migratory patterns, biology and so on. Categories: reviews research on the core social categories central to identity such as ethnicity, gender, sexuality, disability and intersections between these. Sites and Context: develops a series of case studies of crucial sites and contexts where identity is at stake such as social movements, relationships, work-places and citizenship.
This second edition of the Handbook of Urban Education offers a fresh, fluid, and diverse range of perspectives from which the authors describe, analyze, and offer recommendations for urban education in the US. Each of the seven sections includes an introduction, providing an overview and contextualization of the contents. In addition, there are discussion questions at the conclusion of many of the 31 chapters. The seven sections in this edition of the Handbook include: (1) Multidisciplinary Perspectives (e.g., economics, health sciences, sociology, and human development); (2) Policy and Leadership; (3) Teacher Education and Teaching; (4) Curriculum, Language, and Literacy; (5) STEM; (6) Parents, Families, and Communities; and (7) School Closures, Gentrification, and Youth Voice and Innovations. Chapters are written by leaders in the field of urban education, and there are 27 new authors in this edition of the Handbook. The book covers a wide and deep range of the landscape of urban education. It is a powerful and accessible introduction to the field of urban education for researchers, theorists, policymakers and practitioners as well as a critical call for the future of the field for those more seasoned in the field.
In this book, Dennis C. Dickerson examines the long history of the African Methodist Episcopal Church and its intersection with major social movements over more than two centuries. Beginning as a religious movement in the late eighteenth century, the African Methodist Episcopal Church developed as a freedom advocate for blacks in the Atlantic World. Governance of a proud black ecclesia often clashed with its commitment to and resources for fighting slavery, segregation, and colonialism, thus limiting the full realization of the church's emancipationist ethos. Dickerson recounts how this black institution nonetheless weathered the inexorable demands produced by the Civil War, two world wars, the civil rights movement, African decolonization, and women's empowerment, resulting in its global prominence in the contemporary world. His book also integrates the history of African Methodism within the broader historical landscape of American and African-American history.
The idea of a state religion is seldom connected to religious freedom and liberal, modern, and democratic states. However, such a situation existed in Norway until 2012, when the Lutheran Church was the state church of Norway. A large majority of the population belonged to the church, even though the percentage in 2013 had fallen to well over seventy-five. The relationship between the church and minority religious movements demanded adaptation and compromises from the minority churches. The Salvation Army's enculturation and accommodation during its 128-year history in Norway illustrates such a situation. The book examines how The Salvation Army accommodated itself both doctrinally as well as practically to the situation of a dominant state church. The study reveals such a close affiliation of Salvationists to the Norwegian Church as a state institution, that it raises the question of whether a concept of civil religion was implicitly present in Salvationists' view of the state church and their own adherence to the church. This situation also raises the question of what constitutes a real church. The book indicates the tension between Lutheran and Salvationist ecclesiology as well as the influence from the Lutheran Church.
Over the past three decades, the study of religion and politics has gone from being ignored by the scholarly 7ommunity to being a major focus of research. Yet, because this important research is not easily accessible to nonspecialists, much of the analysis of religion's role in the political arena that we read in the media is greatly oversimplified. This Handbook seeks to bridge that gap by examining the considerable research that has been conducted to this point and assessing what has been learned, what remains unsettled due to conflicting research findings, and what important questions remain largely unaddressed by current research endeavors. The Handbook is unique to the field of religion and American politics and should be of wide interest to scholars, students, journalists, and others interested in the American political scene.
The Oxford Handbook of Social Justice in Music Education provides a comprehensive overview and scholarly analyses of challenges relating to social justice in musical and educational practice worldwide, and provides practical suggestions that should result in more equitable and humane learning opportunities for students of all ages.
This book tells the story of a partnership between two universities that spent several years exploring productive ways to engage difficult dialogues in classroom and academic settings. It presents a model for a faculty development intensive, strategies for engaging controversial topics in the classroom, and reflections from thirty-five faculty and staff members who field-tested the techniques. It is intended as a conversation-starter and field manual for professors and teachers who want to strengthen their teaching and engage students more effectively in important conversations.