LEADER 03410oam 2200565I 450 001 9910155124203321 005 20240505170434.0 010 $a1-315-62559-8 010 $a1-317-23246-1 010 $a1-317-23247-X 024 7 $a10.4324/9781315625591 035 $a(CKB)4340000000023925 035 $a(MiAaPQ)EBC4767256 035 $a(OCoLC)967746050 035 $a(BIP)56234369 035 $a(BIP)64092275 035 $a(EXLCZ)994340000000023925 100 $a20180706d2017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aChristian privilege in U.S. education $elegacies and current issues /$fKevin J. Burke, Avner Segall 205 $a1st ed. 210 1$aNew York :$cRoutledge,$d2017. 215 $a1 online resource (172 pages) 225 1 $aStudies in curriculum theory ;$v42 311 08$a1-138-35007-9 311 08$a1-138-64994-5 320 $aIncludes bibliographical references. 320 $aIncludes bibliographical references and index. 327 $a1. Christianity and American education : historical connections -- 2. Religious sediments in educational discourses and practices -- 3. The bible : a blueprint for contemporary educational practices -- 4. The inherent religiosity of the standards movement -- 5. To teach as Jesus (would) -- 6. PedaGod : God as teacher / coauthored w/ Scott Jarvie -- 7. Teaching as revelation. 330 $aUsing critical curriculum theory as its lens, this book explores the relationship between religion--specifically, Christianity and the Judeo-Christian ethos underlying it--and secular public education in the United States. Despite various 20th-century court decisions separating religion and education, the authors challenge that religion is in fact absent from public education, suggesting instead that it is in fact very much embedded in current public educational practices and discourses and in a variety of assumptions and perspectives underlying understandings of teaching, learning, and teacher preparation. The book reframes the discussion about religion and schooling, arguing that it remains in the language and metaphors of education, in the practices and routines of schooling, in conceptions of the "'child" and the "teacher" (and what happens between them in the spaces we call "learning," the "classroom," and "curriculum") as well as in assumptions about the role of schools emanating from such conceptions and in the current movement toward accountability, standardization, and testing. Christian Privilege in U.S. Education examines not whether Christianity has a place in public education but, rather, the very ways in which it is pervasive in a legally secular system of education even when religion is not a topic taught in school. 410 0$aStudies in curriculum theory ;$v42. 517 3 $aChristian privilege in United States education 606 $aChurch and education$zUnited States 606 $aChristianity 615 0$aChurch and education 615 0$aChristianity. 676 $a379.280973 700 $aBurke$b Kevin$f1980-$0926903 701 $aSegall$b Avner$f1956-$0926904 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910155124203321 996 $aChristian privilege in U.S. education$92082264 997 $aUNINA