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Christian Literature and Social Justice

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Christian Literature and Social Justice Christian Literature and Social Justice: A Literary Analysis DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Angela Cartwright Lynskey Graduate Program in Education: Teaching and Learning The Ohio State University 2013 Dissertation Committee: Dr. Cynthia Tyson, Advisor Dr. Valerie Kinloch Dr. Binaya Subedi Copyrighted by Angela Cartwright Lynskey 2013 Abstract The problem confronted in this study is that preexisting beliefs will influence both what an individual gains from the teacher education experience and what will be transferred into future classroom practice (Villegas, 2007). Social justice education frequently meets with resistance (Conklin, 2008; van Gorder, 2007; Villegas, 2007), and resistance to social justice is frequently attributed to Christian morality (Haidt & Graham, 2007). The purpose of this study is to examine the role of Christian literature in the development of social justice epistemologies among teachers. The study, utilizing both Critical Discourse Analysis (CDA) and Evaluation Coefficient (ECO) analysis, seeks to fulfill the purpose of the study by examining the role of Christian literature in the development of social justice epistemologies among teachers by analyzing the best- selling selections at bookstores associated with two mega churches, those with at least 2000 weekly attendants (Beer, 2009), in central Ohio. The data from this study does not reveal a link between resistance to social justice education and Christian literature; however, it does align with literature in social justice scholarship that can provide insight for teacher educators. In addition, the data from this study indicates additional areas in which resistance may be encountered, namely religious diversity and critical lenses. ii Acknowledgments I am unendingly thankful for my wonderful family, friends, and committee members, without whom this process would not have been possible. Indeed, the blessed life I enjoy is only possible because of your support and love. iii Vita June 1999……………………………………………………………..Grafton High School May 2003…………………………...B.A. Education, Mount Vernon Nazarene University July 2007……………………………………..M.A. Education, The Ohio State University 2003 to 2013………………..…Social Studies Department, Central Crossing High School Publications Lynskey, A.C. (forthcoming). Occupy Classrooms: Teaching from a Spiritual Paradigm. In Dillard, C. & Okpalaoka, C. (Eds.) Tentatively Engaging culture, race, and spirituality in education: New visions and possibilities in the Black Studies and Critical Theory Series. Lynskey, A. C. (2008). We must use texts as a tool, not as a crutch. In Perspective. < http://www.ohiorc.org/adlit/InPerspective/Issue/2008- 03/Article/vignette2.aspx> Fields of Study Major Field: Education Integrated Social Studies Education, 7-12 Drama, Literacy, Language Arts, and Reading Multicultural and Equity Studies in Education iv Table of Contents Abstract .............................................................................................................................. iii Acknowledgments.............................................................................................................. iii Vita ................................................................................................................................... ivv List of Tables ..................................................................................................................... vi Chapter 1: Introduction ....................................................................................................... 1 Chapter 2: Literature Review ............................................................................................ 12 Chapter 3: Methods ........................................................................................................... 51 Chapter 4: Findings ........................................................................................................... 93 Chapter 5: Conclusions ................................................................................................... 198 Consulted Works ............................................................................................................. 219 Appendix A: ECO Analysis Word List .......................................................................... 241 Appendix B: ECO Analysis Score Sheet ........................................................................ 245 Appendix C: World Harvest Church Statement of Faith. ............................................... 246 Appendix D: Vineyard Columbus Statement of Faith… ................................................ 249 Appendix E: Vineyard Columbus Values. ...................................................................... 253 v List of Tables Table 1. Authors………………………………………………………………………....94 Table 2. Coefficients of Evaluation…………………………………………………….101 Table 3. Pages…………………………………………………………………………..102 Table 4. ECO Analysis Notations of Social Justice from Vineyard Columbus Texts….106 Table 5. ECO Analysis Notations of Race from Vineyard Columbus Texts…………...115 Table 6. Coefficients of Evaluation for Race from Vineyard Columbus Texts………...116 Table 7. ECO Analysis Notations of Class from Vineyard Columbus Texts…………..125 Table 8. Coefficients of Evaluation for Class from Vineyard Columbus Texts………..125 Table 9. ECO Analysis Notations of Gender from Vineyard Columbus Texts………...129 Table 10. Coefficients of Evaluation for Gender from Vineyard Columbus Texts…….129 Table 11. ECO Analysis Notations of Sexuality from Vineyard Columbus Texts…….141 Table 12. ECO Analysis Notations of Social Justice from World Harvest Church Texts…155 Table 13. ECO Analysis Notations of Race from World Harvest Church Texts………158 Table 14. Coefficients of Evaluation for Race from World Harvest Church Texts……159 Table 15. ECO Analysis Notations of Class from World Harvest Church Texts………170 Table 16. ECO Analysis Notations of Gender from World Harvest Church Texts…….181 Table 17. Coefficients of Evaluation for Gender from World Harvest Church Texts….182 Table 18. ECO Analysis Notations of Sexuality from World Harvest Church Texts….188 vi Table 19. Coefficients of Evaluation for Sexuality from World Harvest Church Texts…...189 vii Chapter 1: Introduction The purpose of this study is to examine the role of Christian literature in the development of social justice epistemologies among teachers. Individuals develop their epistemological positions on social justice as a result of multiple influences, including family, culture, and religious communities (Reed, 2008). While there are many influences on the development of an epistemological stance regarding social justice, one of the components that merits examination is religion. There is little literature regarding resistance to social justice that is based in a perception of Christian morality (Haidt & Graham, 2007; Reed, 2008), though scholars are beginning to see the important role religion can have on both teaching and learning (Blumenfeld, 2006; Subedi 2006; van Gorder, 2007). As the dominant religion in the American religious landscape, and one experiencing increasingly politicization, some interpretation of Christianity is a lens through which many preservice teachers perceive their studies. As is the case in the academy, the nature of social justice is also contested among the various Christian worldviews. As the debates regarding social justice continue, insight into how social justice is presented to groups enjoying religious dominance, and a resurgence in overt political and social power (Apple, 2006), could prove instructive in addressing resistance attributed to Christian faith. Learning more about Christian perspectives on social 1 justice, and the role texts have in codifying and reifying them, could enable teacher educators to create more effective social justice educational experiences and materials. Background Due to changing demographics in the United States, and the ongoing homogeneity of the teaching profession, significant commitments to training preservice teachers will be required if they are to be prepared for the challenging task of filling knowledge gaps, interrogating dominant assumptions, and creating space for voices of difference (Subedi, 2006; see also Butin, 2006; Cochran-Smith, 2004; Marshall, 2006; van Gorder, 2007). Conklin (2008), citing McDonald, refers to the issue as the demographic imperative, described as “the convergent challenges of an increasingly diverse student population; teachers whose lived experiences differ markedly from those of their students; and the gap in educational opportunities and outcomes” that characterizes public education in the United States (p. 655). Before they can lead their classes in transformational learning, described as that which occurs when a new awareness changes the way we perceive ourselves, others, and the world around us (Cole, 2011), preservice teachers must first experience it themselves. Blumenfeld (2006), Cochran-Smith (2004), Eck (2006), and Marshall (2006) all suggest activities teacher education programs can employ to encourage students to interrogate their own assumptions and replace them with more inclusive perspectives. Social justice education, itself an acknowledgement of the larger need for individual and societal transformation through interrogations of dominant assumptions, is frequently met with resistance by preservice teachers (Conklin,
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