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Negotiating Christianity and culture...

Baker, Nicole Denise.

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Negotiating Christianity and culture: Evangelical Christian teachers' perceptions of race, critical knowledge and social justice in urban Christian schools.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Negotiating Christianity and culture: Evangelical Christian teachers' perceptions of race, critical knowledge and social justice in urban Christian schools./
Author:	Baker, Nicole Denise.
Description:	278 p.
Notes:	Chair: Lynn G. Beck.
Contained By:	Dissertation Abstracts International60-08A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9940518
ISBN:	0599419903

Negotiating Christianity and culture: Evangelical Christian teachers' perceptions of race, critical knowledge and social justice in urban Christian schools.
Baker, Nicole Denise.

Negotiating Christianity and culture: Evangelical Christian teachers' perceptions of race, critical knowledge and social justice in urban Christian schools. - 278 p.

Chair: Lynn G. Beck.

Thesis (Ed.D.)--University of California, Los Angeles, 1999.

Evangelical Christian schools are the fastest growing among all private schools in the United States. The following study focuses on evangelical Christian schools in urban, culturally diverse areas. The goal of the study was to develop an understanding of how evangelical Christian teachers in urban settings educate students of color. The study specifically focuses on the intersection of the teachers' religious beliefs with the ideas espoused in current strands of secular multicultural theory that are advocated as frameworks to improve the education of historically disenfranchised students. This study focuses on three specific aspects of multicultural theory: race and ethnic studies; knowledge construction and critical questioning; and social inequalities and change. I conducted a qualitative, cross-case analysis by interviewing and observing an ethnically diverse group of eight evangelical Christian teachers who teach at Christian schools throughout Los Angeles, California. The group of evangelical teachers had similar religious beliefs and stressed the importance of their students' spiritual growth, but their pedagogical styles and beliefs about race and ethnic studies varied. While some teachers engaged their students in critical questioning, other teachers were hesitant to do so. Some teachers aggressively incorporated race and culture into their classroom curriculum, while other teachers felt that over-emphasizing racial differences diminished the unity they hoped to establish within a Christian framework. The differences in the teachers' pedagogy are often reflective of internal factors such as their race, gender or age, and external factors such as college education and life experiences. In terms of social change, most teachers advocated an individual approach as compared with the structural and institutional change that many critical multicultural theorists support. This research serves to expand existing multicultural theory and teacher education programs to include, and legitimize, the perspectives of people of faith.

ISBN: 0599419903Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Negotiating Christianity and culture: Evangelical Christian teachers' perceptions of race, critical knowledge and social justice in urban Christian schools.
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100 1 $a Baker, Nicole Denise. $3 1250880
245 1 0 $a Negotiating Christianity and culture: Evangelical Christian teachers' perceptions of race, critical knowledge and social justice in urban Christian schools.
300 $a 278 p.
500 $a Chair: Lynn G. Beck.
500 $a Source: Dissertation Abstracts International, Volume: 60-08, Section: A, page: 2772.
502 $a Thesis (Ed.D.)--University of California, Los Angeles, 1999.
520 $a Evangelical Christian schools are the fastest growing among all private schools in the United States. The following study focuses on evangelical Christian schools in urban, culturally diverse areas. The goal of the study was to develop an understanding of how evangelical Christian teachers in urban settings educate students of color. The study specifically focuses on the intersection of the teachers' religious beliefs with the ideas espoused in current strands of secular multicultural theory that are advocated as frameworks to improve the education of historically disenfranchised students. This study focuses on three specific aspects of multicultural theory: race and ethnic studies; knowledge construction and critical questioning; and social inequalities and change. I conducted a qualitative, cross-case analysis by interviewing and observing an ethnically diverse group of eight evangelical Christian teachers who teach at Christian schools throughout Los Angeles, California. The group of evangelical teachers had similar religious beliefs and stressed the importance of their students' spiritual growth, but their pedagogical styles and beliefs about race and ethnic studies varied. While some teachers engaged their students in critical questioning, other teachers were hesitant to do so. Some teachers aggressively incorporated race and culture into their classroom curriculum, while other teachers felt that over-emphasizing racial differences diminished the unity they hoped to establish within a Christian framework. The differences in the teachers' pedagogy are often reflective of internal factors such as their race, gender or age, and external factors such as college education and life experiences. In terms of social change, most teachers advocated an individual approach as compared with the structural and institutional change that many critical multicultural theorists support. This research serves to expand existing multicultural theory and teacher education programs to include, and legitimize, the perspectives of people of faith.
590 $a School code: 0031.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Religious. $3 1017705
690 $a 0282
690 $a 0527
710 2 0 $a University of California, Los Angeles. $3 626622
773 0 $t Dissertation Abstracts International $g 60-08A.
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790 1 0 $a Beck, Lynn G., $e advisor
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792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9940518