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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 following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online information and documentation work. They fall into the following categories:

The question of violence in hunter-gatherer society has animated philosophical debates since at least the seventeenth century. Steven Pinker has sought to affirm that civilization, is superior to the state of humanity during its long history of hunting and gathering. The purpose of this paper is to draw upon a series of recent studies that assert a baseline of primordial violence by hunters and gatherers. In challenging this position the author draws on four decades of ethnographic and historical research on hunting and gathering peoples.

At the empirical heart of this question is the evidence pro- and con- for high rates of violent death in pre-farming human populations. The author evaluates the ethnographic and historical evidence for warfare in recorded hunting and gathering societies, and the archaeological evidence for warfare in pre-history prior to the advent of agriculture.

The view of Steven Pinker and others of high rates of lethal violence in hunters and gatherers is not sustained. In contrast to early farmers, their foraging precursors lived more lightly on the land and had other ways of resolving conflict. With little or no fixed property they could easily disperse to diffuse conflict. The evidence points to markedly lower levels of violence for foragers compared to post-Neolithic societies.

This conclusion raises serious caveats about the grand evolutionary theory asserted by Steven Pinker, Richard Wrangham and others. Instead of being “killer apes” in the Pleistocene and Holocene, the evidence indicates that early humans lived as relatively peaceful hunter-gathers for some 7,000 generations, from the emergence of Homo sapiens up until the invention of agriculture. Therefore there is a major gap between the purported violence of the chimp-like ancestors and the documented violence of post-Neolithic humanity.

This is a critical analysis of published claims by authors who contend that ancient and recent hunter-gatherers typically committed high levels of violent acts. It reveals a number of serious flaws in their arguments and use of data.

While authenticity, gender, and genre have all been studied in relation to music, the links between the three are underdeveloped theoretically. Specifically, the ongoing gendered process of constructing authenticity and the role of gendered authenticity in the creation and articulation of new musical genres remain fairly unexplored. In particular, more work is necessary to explain the role of gender in the emergence of new subgenres, in the ongoing maintenance of genre boundaries, and in fans' identity work as they construct “authentic” participation in “underground” scenes. In this paper, we examine genre as a gendered process in the Extreme Metal (EM) music scene, a popular subgenre of heavy metal. We explore several gendered dimensions of the EM genre, including the music (instrumentation, vocal style, lyrics, record covers, merchandise), live performance (gender distribution and arrangement, moshing/dancing, audience/crowd interaction), and embodied genre performance (fashion, hair style, makeup). We conclude by suggesting that the construction of new subgenres is, in part, a process of reestablishing and valorizing masculine traits, denigrating feminine traits, and connecting such traits to authenticity, thereby perpetuating gender inequality and hegemonic masculinities.

Academic freedom is often constrained by self-censorship. Measurement of this constraint is difficult because it is often unconscious, so it is useful to explore the underlying motivations. Greater-good arguments are an important motivator of self-censorship. Humans are social creatures who fear being accused of harming the greater good. When a scholar’s findings conflict with a paradigm alleged to serve the greater good, self-censorship is tempting. However, the greater good is not necessarily served by paradigms that invoke it. Discrepant data often lead to truths that a dominant paradigm obscures. Thus, the greater good is better served by a free flow of evidence than by conforming to a paradigm that evokes the greater good. This chapter presents an example in the Social Sciences. The paradigm of social harmony in the state of nature appears to serve the greater good, and evidence of aggression in the state of nature is often dismissed. But understanding the conflict in the state of nature can help people manage aggression today. This example can help scholars recognize and transcend the natural tendency to self-censor.