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Exploring a Potential Connection Between Religious Bullying and Religious Literacy in Modesto and Montreal Public Schools

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Exploring a Potential Connection Between Religious Bullying and Religious Literacy in Modesto and Montreal Public Schools Exploring a potential connection between religious bullying and religious literacy in Modesto and Montreal public schools Wing Yu Alice Chan Department of Integrated Studies in Education Faculty of Education, McGill University Montreal, Canada February 2019 A thesis submitted to McGill University in partial fulfillment of the requirements of the degree of Doctor of Philosophy © Wing Yu Alice Chan, 2019 1 Dedication With deepest gratitude to Joseph, my Mother, and Father, and most of all God who blessed me with their support and the privilege to experience this journey. 2 TABLE OF CONTENTS Dedication .............................................................................................................................................. 2 Table of Acronyms ................................................................................................................................ 7 Glossary of Terms .................................................................................................................................. 7 List of Figures ........................................................................................................................................ 8 List of Tables ......................................................................................................................................... 8 Acknowledgements ................................................................................................................................ 9 Abstract ................................................................................................................................................ 13 Résumé ................................................................................................................................................. 13 CHAPTER I: Introduction ................................................................................................................... 14 1.1. The purpose of my study and the research question ................................................................. 19 1.2. Dissertation roadmap ................................................................................................................ 22 1.3. Contributions and implications of the study ............................................................................. 28 CHAPTER II: Contexts ....................................................................................................................... 30 2.1. History of Quebec education system and the Ethics & Religious Culture course .................... 33 2.2. History of California education system and the Modesto City School’s Ninth Grade World Geography and World Religions course .......................................................................................... 45 2.3 Contemporary review of both contexts ...................................................................................... 56 2.3.1. Interculturalism and contemporary Quebec ....................................................................... 58 2.3.2. Multiculturalism and contemporary California .................................................................. 61 Summary .......................................................................................................................................... 65 CHAPTER III: Theoretical basis for the recognition of religious identities and religious literacy in North America ..................................................................................................................................... 66 3.1. Bronfenbrenner’s theory of social ecology ............................................................................... 66 3.2. Macrosystem: United Nations’ declarations and conventions .................................................. 70 3.3. Exo-triangulation: Taylor, Eck, and Ghosh .............................................................................. 73 3.3.1. Habermas on faith and reason ............................................................................................ 79 3.4. Meso and Microsystems and lived experiences: Fraser and Callan .......................................... 82 3.4.1. Intersectionality at the individual level .............................................................................. 85 Summary .......................................................................................................................................... 88 CHAPTER IV: Religious literacy ........................................................................................................ 90 4.1. Conceptions from Prothero, Moore, Jackson, and Miedema .................................................... 92 4.1.1. Stephen Prothero, Professor of Religion, Boston University ............................................. 92 4.1.2. Diane Moore, Sr. Lecturer on Religious Studies & Education, Harvard Divinity School . 95 4.1.3. Robert Jackson, Professor Emeritus, Warwick Religious Education Research Unit ......... 99 3 4.1.4. Siebren Miedema, Professor in Educational Foundations and Religious Education, VU University Amsterdam ............................................................................................................... 104 4.2. Non-religious groups ............................................................................................................... 110 4.2.1. The “Nones” and non-religious but spiritual .................................................................... 110 4.2.2. Indigenous spirituality ...................................................................................................... 113 4.3. Educational implications of the four conceptions ................................................................... 115 4.4. The new approach’s education implications for citizenship education and religious bullying ........................................................................................................................................................ 116 Summary ........................................................................................................................................ 118 CHAPTER V: Religious bullying ...................................................................................................... 120 5.1. What is bullying? .................................................................................................................... 120 5.2. What is religious bullying? ..................................................................................................... 123 5.3. The effects of bullying and inter- and intragenerational religious bullying ............................ 129 5.4. Current responses to bullying .................................................................................................. 133 5.4.1. Micro-response in the home and school: The reluctance to report religious bullying ..... 134 5.4.2. Meso-responses in the community: Communal strategies policies .................................. 139 5.4.3. Exo- and Macro-responses in local institutions and culture: Academic and socio-cultural responses .................................................................................................................................... 143 Summary ........................................................................................................................................ 146 CHAPTER VI: Research Design ....................................................................................................... 147 6.1. Methodology: Critical Communicative Methodology ............................................................ 148 6.2. Methods and analysis .............................................................................................................. 151 6.3. Approach: Pragmatic mixed methods transformational design .............................................. 154 6.4. Initial research design ............................................................................................................. 156 6.5. Revised research design .......................................................................................................... 157 6.5.1. Phase 1: Data collection (September 2016 to January 2017) ........................................... 158 6.5.2. Phase 2: Co-analysis (January to March 2017) ................................................................ 163 6.5.3. Phase 3: Knowledge mobilization and data dissemination (April to November 2017) ... 168 6.6. Limitations of my methodology, methods, study design, and my role as researcher ............. 172 Summary ........................................................................................................................................ 177 CHAPTER VII: Data and Preliminary Co-Analysis (Modesto) ........................................................ 178 Co-analysis in Modesto .................................................................................................................. 179 7.1. Society ..................................................................................................................................... 183 7.2. Family ..................................................................................................................................... 186 7.3. School ...................................................................................................................................... 188 4 7.3.1.
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