Pre-service teachers and religion: Dispelling misconceptions and providing new foundations for learning

Abstract

Purpose

The purpose of this paper is to provide teacher educators with a foundation for including religion in multicultural education classes. In doing so, they can foster more robust discussions of religion and its implications for equity and justice in K-12 classrooms.

Design/methodology/approach

This piece was adapted from the religion unit that the author designed for the multicultural education course, and is the combination of the author’s expertise in religious studies, and curriculum and instruction.

Findings

As a practice piece, this paper is meant to start discussions and reflections for teacher educators as to how we can better address religion when discussing multicultural education, and the implications of equity, diversity and social justice in the classroom.

Originality/value

The author hopes that this piece will contribute to a growing field of literature on how to foster discussions of religion in teacher education and K-12 classrooms. As a former religious studies educator, the author hopes to offer a perspective that combines the fields of curriculum and religious studies to create a more robust relationship that will foster democratic and civic engagement.

Citation

Ames, C.T. (2019), "Pre-service teachers and religion: Dispelling misconceptions and providing new foundations for learning", Social Studies Research and Practice, Vol. 14 No. 2, pp. 192-200. https://doi.org/10.1108/SSRP-05-2019-0030