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This paper aims to examine how evangelical teachers’ religious identities influence their interpretation and teaching of texts in high school English Language Arts classrooms. Further, this paper examines how evangelical teachers make choices about how to balance the demands of their religious and teacher identities as they interact with texts in their own classrooms.

Using Derridean deconstruction of the concept of ethical decision-making, the author uses critical discourse analysis to examine a conversation between two evangelical teachers as they talk about the tensions they feel as they teach The Crucible with their high school–aged students.

The findings show evangelical teachers’ religious and teaching identities were in tension across three themes: literary analytic frameworks, authorial intent and eternal truths and evangelism and fellowship.

By highlighting how evangelical teachers’ religious and teaching identities influence their classroom decisions, teaching practices and textual interpretations, this study offers another pathway through which teacher educators and researchers might examine the connection between teachers’ religious and teaching identities with the intent to invite more complexity into literary analysis.

This paper aims to interpret the multidimensional Asian American identity of immigrant Indians in terms of pan-ethnicity, gender and religion.

The social construction and experience of race in the US and the intersection of multiethnic Asian American identity with race, gender and religion will be used in critically commenting on the interview of primary ethnic identity of Indian Americans including the pan-ethnic identity of Indians in the US as Asian Americans, the Mar Thoma Church community, the second-generation Patel family's union formation in terms of gender identity.

The future directives include Asian American Movement (AAM) which is trying to incorporate Indians as pan-ethnic identity assimilation and the process of holding American identity as primary identification of Indians.

Policy recommendations are that the US Census Bureau should include Indian Americans as separate ethnic identity for Indian immigrants like the Chinese Americans. USCIS (US Citizenship and Immigration Services) should reform policies to include the wives of H-4 visa holders. The Department of Homeland Security (DHS) should provide secure living environment for Indian immigrants. The US Department of Labor should provide equal opportunities for women in their immigration policies.

This paper will critically analyze the interview results of primary ethnic identity and justify the hypotheses of Asian American identity of Indians, whether (1) they merge with the American identity as part of cultural assimilation or (2) retain their Asian identity beyond Americanized identity or (3) go beyond both American and Asian identity to restate their Indian ethnicity.

In an editorial introduction essay for the special issue on Religion, Literacies, and English Education in Global Dialogue, the editors frame papers in the special issue in dialogue with previous scholarly literature around three central lines of inquiry: How do children, youth and families navigate relationships among religion, spirituality, language and literacy? What challenges are faced by language and literacy teachers and teacher educators around the globe who seek to respond to diverse religious and spiritual perspectives in their work? And what opportunities do teachers seize or create toward this end? How are developments of language and literacy theory, policy, curriculum and ritual entangled with race and religion?

Taking an essayist, humanistic approach, this paper summarizes, interprets and comments on previous scholarly works to frame the articles published in the special issue “Religion, Literacies, and English Education in Global Dialogue” in relation to the field and in relation to one another.

Denise Dávila, Matthew Deroo and Ilhan Mohamud reveal the relationships young people and families forge and navigate among spiritual literacies and literatures, digital technologies and ethnic identities. Heidi Hadley, Jennifer Wargo and Erin McNeill illuminate how teachers’ vocations, as well as their pedagogical goals and curricular artifacts, can become deeply entangled with religious and spiritual sense-making. Kasun Gajasinghe and Priyanka Jayakodi expand perspectives on both the ritualization and racialization of religion through nationalist policies surrounding national anthem performances in Sri Lanka. Anne Whitney and Suresh Canagarajah discuss how spiritual commitments, communities and experiences interact with their scholarly trajectories.

The essay concludes with a discussion of scholarly capacity building that may be needed for conducting research on religion and spirituality in relation to languages, literacies and English education on a global scale.

The second section of the essay discusses challenges faced by language and literacy teachers and teacher educators around the globe who seek to integrate diverse religious and spiritual perspectives into their work. It foregrounds how many teachers and teacher educators work within contexts where ethnoreligious nationalism is on the rise. It highlights the need for language and literacy educators to develop curiosity and basic knowledge about diverse religions. Further it calls for teacher educators to engage with teacher candidates’ religious identities and sense-making.

Because it considers religious and spiritual sense-making in relation to language and literacy education, the social implications of this work are significant and wide-reaching. For examples, the paper questions the conceit of secularism within education, pushing readers to consider their own spiritual and religious identifications and influences when they work across religious differences.

This paper identifies, interprets and assesses current threads of work on religious and spiritual sense-making within scholarship on languages, literacies and English education.

The purpose of this paper is to explore how school principals in Southern Philippines approached issues related to religious diversity because of its long history of ethno-religious conflict. Religion has particular importance in the field of education, since how and in what ways religion is included in formal and non-formal curricula can have large bearing on student learning and engagement.

Data for this exploratory qualitative case study were collected over five months in Cagayan de Oro, located in Northern Mindanao, Philippines. The interview sample included 42 principals. School site observations took place in 23 public schools. Data were analyzed and sorted using an inductive and iterative process that thematically coded the data that focused broadly on leadership and religiosity.

The presentation of findings is organized by leadership typologies that emerged through the analysis of the data. Findings suggested that school leaders approached religious diversity in one of five ways, namely, as evangelical leaders, devotional leaders, separational leaders, respectful leaders, or uninformed leaders.

This study is a unique contribution to understanding how principal spirituality informs leadership, especially in the non-western cultural contexts where there is need for a localized leadership inquiry.

The National Council for the Social Studies (2014, 2017) has called for increased attention to religion in social studies curriculum. A small but growing body of research has examined the preparation of social studies teacher candidates to teach about world religions, but critical questions remain. The purpose of this paper is to explore the question: what is the experience of the secondary social studies teacher candidate as he/she teaches about religion in a high school, world history course?

This study employed a phenomenological approach to examine the experiences of six teacher candidates as they endeavored to teach about world religions through a two-semester, intensive internship.

Findings, drawn from individual interviews with the candidates, suggest that their efforts to teach about religion were marked by fears, worries and concerns. Additionally, candidates understood their personal religious identities and experiences as significant influences on their experience teaching about religion. Finally, candidates experienced several features of their internship as key supports in their efforts to teach about religion.

This paper concludes with a series of recommendations for strengthening the preparation of social studies teacher candidates to teach about religion in public school settings.

In this paper, the author adapts the concept of culturally relevant pedagogy and the pedagogy of hope for Middle Eastern Muslim students' education. This paper aims to develop a new perspective for educating Middle Eastern Muslim students by focusing on Islam by considering being Muslim as a cultural way of being and living.

Pedagogy of hope (Hooks, 2003), particularly the concept of healing in education and culturally relevant pedagogy (Ladson-Billings, 1995), guided this study during the research process.

Three themes of culturally relevant pedagogy through a picturebook by Mobin-Uddin (2007) entitled The Best Eid Ever was examined to illustrate how this picturebook can be used as an example of culturally relevant pedagogy.

The limitation is the researcher’s interpretation as a Middle Eastern Muslim who lived in a Western country. The Best Eid Ever (2007) can be used in the classroom for Middle Eastern Muslim students' education to discursively build a positive identity and educate students from different backgrounds. More studies may investigate other texts (e.g. novels) with Middle Eastern Muslim characters. Further research can also explore the use of this book in the classroom.

This study provides qualitative description of a picturebook from culturally relevant pedagogy and pedagogy of hope to guide teachers to bolster Middle Eastern Muslim students’ schooling experiences.

By historicizing the broader system of education contextualized under the 45th presidential administration, this paper aims to provide a nuanced discussion regarding the condition of information literacy and librarianship as capitalist institutions in service to the state. In response, tools to oppose systemic racism and minimize harm in the classroom as well as recommendations for change and resistance are addressed.

The paper focuses on historical analysis of libraries as institutions within larger educational systems and draws heavily on critical theories as a method of critique.

This paper demonstrates that the 45th presidential administration is a logical progression of neoliberalism and institutionalized discrimination, which has had adverse effects on the health and safety of (primarily marginalized) students, library workers and library practice, but that critical reflection and information seeking on part of librarians may provide solutions.

This paper can be used as a guide for librarians seeking to contextualize the educational environment and apply a critical praxis to information literacy programs.

The reflection presented in this paper can aid in expanding awareness in LIS surrounding issues of equity and justice, and impart urgency and need for institutional change.

Given the lack of diversity in library and information science, this paper provides critical interventions for information literacy practice. The authors’ unique practical and theoretical backgrounds allow for nuanced discussion and pedagogical creation which directly impacts and addresses key issues of justice and equity in the classroom.

The purpose of this paper is to provide teacher educators with a foundation for including religion in multicultural education classes. In doing so, they can foster more robust discussions of religion and its implications for equity and justice in K-12 classrooms.

This piece was adapted from the religion unit that the author designed for the multicultural education course, and is the combination of the author’s expertise in religious studies, and curriculum and instruction.

As a practice piece, this paper is meant to start discussions and reflections for teacher educators as to how we can better address religion when discussing multicultural education, and the implications of equity, diversity and social justice in the classroom.

The author hopes that this piece will contribute to a growing field of literature on how to foster discussions of religion in teacher education and K-12 classrooms. As a former religious studies educator, the author hopes to offer a perspective that combines the fields of curriculum and religious studies to create a more robust relationship that will foster democratic and civic engagement.

The purpose of this paper is to present Latin American liberation theology, a contextual theology, as a radical perspective to inform and critique accounting and issues of accountability.

The notion of sacred and secular is explored as a dualism that limits theological insights at the socio‐political level. By rejecting dualism, liberation theology presents an alternative ontological stance.

Studies in critical accounting have focussed on the repressive nature of accounting. This paper provides critical accounting with a theological insight that has the potential to inform an emancipatory or enabling accounting project.

Enabling accounting has been studied from the perspective of gender, class, ethnicity and environment. Adopting liberation theology as a critical perspective provides a means of critiquing extant accounting practice from the episteme of the economically marginalised and a Christian mandate for who to enable and why

Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.