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Traditions: Methods, content and politics Date: Sat, 21 Mar 2009 22:47:38 -0400 Paper Call for AAA 2009 Proposed Panel Title: Teaching publics about Religious Traditions: Methods, content, and politics Suggested Section for review: Council on Anthropology and Education (CAE) Deadlines: If you are interested in this panel or being a respondent, please send Michele Verma, at micheleverma@hotmail.com a title and abstract of 250 words by March 27th along with your name, email, affiliation, and title/ student status. Teaching publics about immigrant religious traditions: Methods, content, and politics This panel proposes to bring together a collection of papers exploring the representational strategies and implications of teaching others about religious traditions brought from “home” and how this relates to the construction of transnational community identifications and postmodern spiritualities. The post-World War II influx Asian immigrants into North America and the growth of religious diversity in the US have profoundly impacted the project of teaching religion. There are numerous actors, engaged in related, but different educational projects. Among many immigrants and migrants there is urgency to teach the next generation in order to ensure continuity of practice. Some religionists have directed their educational efforts outwards to present a ‘public face’ of their tradition and to combat what they perceive as prejudicial or wrong characterizations of it. Teachers, pastors, politicians and other community leaders are learning about religious diversity in their midst, through popular, academic, and religious sources, and in some cases are being called on to explain to others their tradition. At every level the work of teaching various publics about religious traditions raises questions about representation, categories, and the movement of religious knowledge across borders. How do group teach religion in national, diasporic, transnational or global contexts? This raises the questions about the ‘ends” of religious practice. What sources of information on religion are valued and by whom, what representations of religious traditions are taught, and what kinds of methodologies are being used to impart information and reproduce practice? What is at stake for particular groups? How do competing ideas and expressions of what constitutes ‘religion’ shape curriculum? How is religious representation and practice managed across borders through educational effort? How are religious traditions interpreted and taught from one generation to the next? [Michele Verma]
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