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© 2015

Engaged Teaching in Theology and Religion

  • Authors
Book

Table of contents

  1. Front Matter
    Pages i-xii
  2. Introduction: “Why Do We Teach?”

    1. Renee K. Harrison, Jennie S. Knight
      Pages 1-18
  3. Self

    1. Front Matter
      Pages 19-19
    2. Renee K. Harrison
      Pages 31-39
    3. Renee K. Harrison, Jennie S. Knight
      Pages 41-56
  4. Pedagogy

    1. Front Matter
      Pages 57-57
    2. Jennie S. Knight
      Pages 59-72
    3. Renee K. Harrison
      Pages 73-82
    4. Renee K. Harrison, Jennie S. Knight
      Pages 83-94
  5. Content

    1. Front Matter
      Pages 95-95
    2. Jennie S. Knight
      Pages 97-107
    3. Renee K. Harrison
      Pages 109-119
    4. Renee K. Harrison, Jennie S. Knight
      Pages 121-147
  6. Community

    1. Front Matter
      Pages 149-149
    2. Jennie S. Knight
      Pages 151-164
    3. Renee K. Harrison
      Pages 165-175
    4. Renee K. Harrison, Jennie S. Knight
      Pages 177-187
  7. Back Matter
    Pages 189-202

About this book

Introduction

This book guides scholars and teachers of theology and religion through a process of self-reflection that leads to intentional, transformative teaching, dialogue, and reform in theological education and religious studies.

Keywords

education religion religious studies theology

About the authors

Author Renee K. Harrison: Renee K. Harrison is Assistant Professor of African American and U.S. Religious History at Howard University School of Divinity, USA. Author Jennie S. Knight: Jennie S. Knight is the Director of Engaged Teaching at Guilford College, USA.

Bibliographic information

Reviews

“In this volume Renee K. Harrison and Jennie S. Knight reflect on personal experiences in the classroom, explore pedagogical theory, and provide examples of applied practices to create a map of the key elements of engaged pedagogy. … For those who prize transformative pedagogy, this volume weaves the best of theory and practice in teaching theology and religion – accessibly, comprehensively, and indeed engagingly. Highly recommended for undergraduate, seminary, and graduate teachers alike.” (Krista E. Hughes, Wabash Center, wabash.edu, August, 2016)