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1. The Racialization of Hinduism, Islam, and Sikhism in the United States (EJ740747)
Author(s):
Joshi, Khyati Y.
Source:
Equity & Excellence in Education, v39 n3 p211-226 Aug 2006
Pub Date:
2006-08-00
Pub Type(s):
Journal Articles; Opinion Papers; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Indians; Asian Americans; Islam; Religion; Racial Identification
Abstract: In this article I posit the "racialization" of religion, a process that begins when certain phenotypical features associated with a group and attached to race in popular discourse become associated with a particular religion or religions. By examining the experiences of Indian Americans--a group made up primarily of Hindus, Muslims, and Sikhs--I explore the racialization process and show how the racialization of religion exacerbates the "othering" of non-Christian religious groups. The article goes on to examine five major outcomes of the racialization of religion, as illustrated by the experiences of Indian Americans. In particular, I show how the racialization of Hinduism, Islam, and Sikhism renders those faiths theologically, socially, and morally illegitimate in the popular eye. (Contains 25 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Multiculturalism and "American" Religion: The Case of Hindu Indian Americans (EJ751165)
Kurien, Prema A.
Social Forces, v85 n2 p723-741 Dec 2006
2006-12-00
Journal Articles; Reports - Evaluative
No
Descriptors: Religious Cultural Groups; Indians; Religion; Cultural Pluralism; Multicultural Education; Public Policy; Activism; Ethnic Groups; Politics
Abstract: How non-Christian religious groups should be politically recognized within Western multicultural societies has proved to be a pressing contemporary issue. This article examines some ways in which American policies regarding religion and multiculturalism have shaped Hindu Indian American organizations, forms of public expression and activism. Specifically, I look at three examples of the impact of such policies on Hindu Indian Americans representing strategic arenas in the socio-political recognition of ethnic groups, and also crucial moments in the institutionalization of an American Hinduism. I also show how the activism of Hindu Americans is reshaping the contours of religion, society and politics in the United States. (Contains 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Asian Shades of Spirituality: Implications for Multicultural School Counseling (EJ704649)
Hanna, Fred J.; Green, Alan
Professional School Counseling, v7 n5 p326 Jun 2004
2004-06-01
Journal Articles; Reports - Descriptive
Descriptors: Asian Culture; Empathy; School Counseling; Cultural Pluralism; Religion; Counseling Techniques; Islam; Buddhism; Religious Factors; Asian Americans
Abstract: In the current practice of school counseling, little consideration is given to the spiritual background of students of Asian cultures. Although there is a body of literature on Asian culture in counseling, the authors could find remarkably few articles pertaining to counseling students in the context of Asian religious and spiritual traditions. In many cases, Asian students can be better served by understanding the spiritual aspects of Asian spiritual and religious traditions. Three specific traditions are outlined in this article: Hinduism, Buddhism, and Islam. Each tradition is described and a case example that illustrates working with students of these traditions is provided. This article is intended to elucidate the central aspects of several Asian religious and spiritual traditions and relate this knowledge to counseling students. Specifically, described and discussed are Hinduism, Buddhism, and Islam. At the end of each section a case example in which the respective spirituality played a part in helping a student is provided. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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4. Religion, Ethnicity and Language Learning Strategies (ED493864)
Liyanage, Indika; Birch, Gary; Grimbeek, Peter
Online Submission, Paper presented at the Annual International Conference on Cognition, Language, and Special Education Research (2nd, Australia, Dec 3-5, 2004)
2004-12-05
Reports - Research; Speeches/Meeting Papers
N/A
Descriptors: Foreign Countries; Indo European Languages; Religion; Muslims; Learning Strategies; Ethnicity; Dravidian Languages; English (Second Language); Second Language Learning; Religious Factors; Gender Differences; Racial Differences; Cognitive Processes; Metacognition; Social Influences; Cultural Differences
Abstract: Previous studies (Liyanage, 2003a, 2003b, 2004) by one of the authors indicated that ethnicity and religion jointly predict the metacognitive, cognitive and social affective strategies of ESL learners in Sri Lanka. The current study further examines which of these two variables (ethnicity or religion) is more important in determining the language learning strategies of ESL students. The study comprised subjects from four ethnic groups: Sinhalese, Tamil, Muslim and Japanese. The Sinhalese and Japanese subjects are Buddhists, and the Tamil and Muslim subjects are followers of Hinduism and Islam respectively. The current study indicates that the religious identity of the learners, rather than their ethnic identity, is important in determining their selection of learning strategies. (Contains 1 figure and 2 tables.) [This paper was published in: Educating: Weaving Research into Practice. Proceedings of the Annual International Conference on Cognition, Language, and Special Education Research (2nd, Australia, December 3-5, 2004). Bartlett, Brendan, Bryer, Fiona, and Roebuck, Dick, Editors. School of Cognition, Language, and Special Education, Griffith University, 2004. pp. 222-229.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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5. Exploring the Essence of Spirituality: A Phenomenological Study of Eight Students with Eight Different Worldviews (EJ746569)
Mayhew, Matthew J.
NASPA Journal, v41 n4 p647-674 Sum 2004
2004-00-00
Journal Articles; Reports - Research
Descriptors: Student Development; School Prayer; Democracy; Religious Factors; Religion; Phenomenology; Interviews; Photography
Abstract: Throughout most facets of American life, there has been a renewed interest in and expression of spirituality. Religiosity and spirituality have been at the center of recent international events (e.g., September 11th) and political discussions (e.g., continuing debates about school prayer and the role of religion in the political process). As a consequence, campus communities are striving to make sense of spirituality and religious tolerance as well as their roles in helping American students understand themselves as part of a diverse democracy. This phenomenological study addresses these issues by asking eight students representing eight different worldviews (i.e., Agnosticism, Atheism, Buddhism, Hinduism, Judaism, Muslim, Protestantism, and Roman Catholicism) about what spirituality means to them. Photo elicitation and semistructured interviewing are used as the primary means for collecting data. Results show that common to all eight perspectives is the idea that spirituality is the human attempt to make meaning of the self in connection to and with the external world. Implications for student development practice and future research are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Anglican Evangelism in North India and the Punjabi Missionary Classroom: The Failure To Educate the Masses, 1860-77. (EJ678412)
Allender, Tim
History of Education, v32 n3 p273-88 May 2003
2003-00-00
Descriptors: Educational History; Educational Research; Elementary Secondary Education; Foreign Countries; Higher Education; Hinduism; Religion; Religious Cultural Groups; Religious Education
Abstract: Focuses on the dominant Anglican missionary schools in Punjab (India). States that the Anglican missions failed to fulfill their original design, but that Hindu schools were successful and played a role in India's movement for independence over British settlements in the northern region. (KDR)
7. Measures of Hindu Pathways: Development and Preliminary Evidence of Reliability and Validity. (EJ677797)
Tarakeshwar, Nalini; Pargament, Kenneth I.; Mahoney, Annette
Cultural Diversity & Ethnic Minority Psychology, v9 n4 p316-32 Nov 2003
Information Analyses; Journal Articles; Reports - Descriptive
Descriptors: Ethics; Hinduism; Knowledge Level; Measures (Individuals); Psychometrics; Religious Cultural Groups; Test Reliability; Test Validity
Abstract: Examines religious practices of Hindus in the United States and develops measures of their religious pathways. Four religious pathways were identified: devotion, ethical action, knowledge, and physical restraint/yoga. Results indicate that the measures of the religious pathways possessed adequate psychometric properties and were predictive of mental and physical well-being. (Contains 46 references, 3 tables, and 1 appendix.) (GCP) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. A Cross-Cultural Study of Children's Perceptions of Selected Religious Concepts. (EJ676651)
Nazar, Fatima; Kouzekanani, Kamiar
Alberta Journal of Educational Research, v49 n2 p155-62 Sum 2003
Descriptors: Beliefs; Childhood Attitudes; Christianity; Cross Cultural Studies; Cultural Influences; Death; Foreign Countries; Islam; Preschool Children; Religious Cultural Groups; Spirituality
Abstract: A survey of 219 children from a kindergarten in the United States and a Kuwaiti kindergarten and Indian private preschool in Kuwait examined children's perceptions of God, death, and the afterlife. The common responses of the children suggest that although different views of Islam, Christianity, and Hinduism may appear contradictory, they are all views of one reality and of one attainable vision of that reality. (TD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Religion as a Site of Language Contact. (EJ664664)
Spolsky, Bernard
Annual Review of Applied Linguistics, v23 p81-94 2003
Information Analyses; Journal Articles
Descriptors: Language Patterns; Language Usage; Religion; Translation
Abstract: Provides an overview of early work on the translation of sacred texts into various languages. Reviews the language use patterns and practices historically characteristic of different religious traditions, including Buddhism, Christianity, Hinduism, Islam, Judaism, and Quakerism. Describes linguistic effects of missionary activity in several postcolonial settings, concentrating mainly on those pertaining to Christian groups. (Author/VWL) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. History of the Hebrew Bible (Old Testament)--Current Academic Understandings. (ED474890)
Abrahamson, Brant; Smith, Fred
2001-00-00
Guides - Classroom - Teacher
Descriptors: Ancient History; Archaeology; Biblical Literature; Discussion (Teaching Technique); Lecture Method; Maps; Middle Eastern History; Oral Tradition; Religion Studies; Social Studies; Units of Study
Abstract: The lessons in the teacher's guide about the Bible's Old Testament are based on historic and scientific scholarship and, to avoid a sectarian point of view, focus on the factual data generated by academic research. The lessons are based on what is known about the nature of oral tradition, recent archaeological findings, and the academic biblical research that has been ongoing for almost two centuries. The teacher's guide is divided into four sections: (1) "Introduction" (Religious Belief and Scientifically-Oriented Scholarship; Teaching and Religious Bias; Parents and Local Religious Leaders; Personal Student Beliefs; Dealing with Miraculous Happenings and Abhorrent Practices); (2) "Thoughts on Methods of Instruction" (Pictures and Preparation; Repetition, Memorization and Drill; Evaluating Student Work; Conclusion); (3) "Lecture/Discussion Materials" (Understanding the Origin of a Supernatural Story; Religion of Zoroaster; Religious Change: Judaism and the Babylonian Captivity; Ancient and Modern World Views; Comparing Western (Abrahamic) Religions with South Asian Faiths (Hinduism and Buddhism); Golden Rule); and (4) "Quizzes, Timelines, and Maps." The student lesson plan series on the Old Testament is designed to provide students with an understanding of how, from a scholar's perspective, the Bible came into existence. The lessons seek to provide students with simple but authoritative answers to questions about the characteristics of oral history upon which much of the Bible is based, when various parts of it were written, how its translation into Greek changed its meaning, and when it became finalized for Jews and for Christians. The first segment, "To the Student and Teacher: Setting the Stage," is followed by 13 chapters: (1) "Geographic World of the Bible"; (2) "Dating Bible Stories and Oral Tradition"; (3) "Israelites Before 1000 BCE"; (4) "Before Israel and Judah 1000 to 900 BCE"; (5) "Israel and Judah 900 to 600 BCE"; (6) "Hebrews, Babylonians, Persians 600-500 BCE"; (7) "Jews and Persians 500 to 300 BCE"; (8) "Jews, Greeks and Hasmonaeans 300 to 50 BCE"; (9) "Jews, Romans and the World From 50 BCE On"; (10) "Old Testament and Christianity"; (11) "Jewish and Christian Canons"; (12) "Old Testament and the Koran"; and (13) "Summary and Conclusion." Each chapter includes notes. An appendix lists Bible books (when composed and material type/historical setting). (Contains 28 references.) (BT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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