De-Centering Religion as Queer Pedagogical Practice
DOI:
https://doi.org/10.1558/bsor.v39i4.004Keywords:
Ethics, queer, sexuality, race, Pedagogy, YouthAbstract
Inasmuch as the value of teaching rests in its liberating consciousness-raising possibilities, teaching theological ethics ought to aim toward and build upon justice-oriented practice. My efforts at justice-making in the classroom, especially around the subjects of race, gender, and sexuality, assume the necessity of diverse individual’s and communities’ real experiences of moral agency, thereby de-centering religion as the norm for doing ethics. Thus, religion, and specifically Christianity, becomes a source within the scholarly endeavor. In this paper, I delineate my own experiences and practices of teaching race, gender and sexuality in two contexts, offering explanations of the ways those practices de-center religious perspectives and privilege experience as a source.
References
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