UNRECONCILED: FROM RACIAL RECONCILIATION TO RACIAL JUSTICE IN CHRISTIAN EVANGELICALISM. By AndreaSmith. Durham: Duke University Press, 2019. Pp. x + 390. $29.95.

2020 ◽  
Vol 46 (4) ◽  
pp. 533-533
Keyword(s):  
Racial Justice ◽  
Racial Reconciliation ◽  
Duke University

scholarly journals Racial Reconciliation as a Suppressive Frame in Evangelical Multiracial Churches

2019 ◽  
Vol 80 (4) ◽  
pp. 496-517 ◽  
Author(s):  
Michelle Oyakawa
Keyword(s):  
Social Movements ◽  
Social Change ◽  
Collective Action ◽  
Racial Inequality ◽  
Racial Justice ◽  
Racial Reconciliation ◽  
Racial Conflict ◽  
Racial Issues ◽  
Racial Solidarity ◽  
Multiracial Church

ABSTRACT This article analyzes interviews with evangelical multiracial church pastors from the Religious Leadership and Diversity Project (RLDP), drawing on the framing literature from social movements. While a small number of evangelical pastors in the sample utilize a racial justice frame to understand and address racial issues, consistent with prior research, the data indicates that most evangelical multiracial church pastors use a racial reconciliation frame. This frame holds that racial conflict can be eliminated through shared faith, which allows churches to avoid politics and prioritize internal unity. However, findings reveal that the racial reconciliation can function as a suppressive frame that precludes discussions about racial inequality and discourages collective action to promote racial justice. The article discusses the implications of this for social change and cross-racial solidarity.

scholarly journals Teaching Race and Racial Justice: Developing Students’ Cognitive and Affective Understanding

2021 ◽  
Vol 9 (1) ◽  
pp. 117-137
Author(s):  
Joe Bandy ◽  
M. Brielle Harbin ◽  
Amie Thurber
Keyword(s):  
White Students ◽  
Students Of Color ◽  
Administrative Support ◽  
Racial Justice ◽  
Racial Reconciliation ◽  
Affective Development ◽  
Dimensions Of Learning ◽  
Holistic Teaching ◽  
Affective Dimensions

Effectively addressing both cognitive and affective dimensions of learning is one of the greatest obstacles to teaching race and racial justice in higher education. In this article, we first explore the need to integrate attention to cognitive and affective development, along with evidence-based strategies for doing so. We then provide a case study of an undergraduate sociology course on environmental justice in which the instructor intentionally adopted holistic pedagogical principles of teaching race. Analyzing student responses from a pre- and post- course survey, course assignments, and instructor observations of student participation, we find that both white students and students of color experienced significant growth in their cognitive and affective understanding of the complexities of race and work toward racial justice. However, results also show how challenging it can be to create the conditions for productive multiracial dialogues that produce extensive affective development, particularly interpersonal skills of racial reconciliation. Reflecting on the limitations of the case, we conclude that more holistic teaching approaches are necessary to develop both students’ cognitive and affective abilities to navigate race and work against racism, and we make suggestions for faculty development and administrative support.

scholarly journals Teaching Race and Racial Justice: Developing Students’ Cognitive and Affective Understanding

2021 ◽  
Vol 9 (1) ◽  
pp. 117-137
Author(s):  
Joe Bandy ◽  
M. Brielle Harbin ◽  
Amie Thurber
Keyword(s):  
White Students ◽  
Students Of Color ◽  
Administrative Support ◽  
Racial Justice ◽  
Racial Reconciliation ◽  
Affective Development ◽  
Dimensions Of Learning ◽  
Holistic Teaching ◽  
Affective Dimensions

Effectively addressing both cognitive and affective dimensions of learning is one of the greatest obstacles to teaching race and racial justice in higher education. In this article, we first explore the need to integrate attention to cognitive and affective development, along with evidence-based strategies for doing so. We then provide a case study of an undergraduate sociology course on environmental justice in which the instructor intentionally adopted holistic pedagogical principles of teaching race. Analyzing student responses from a pre- and post- course survey, course assignments, and instructor observations of student participation, we find that both white students and students of color experienced significant growth in their cognitive and affective understanding of the complexities of race and work toward racial justice. However, results also show how challenging it can be to create the conditions for productive multiracial dialogues that produce extensive affective development, particularly interpersonal skills of racial reconciliation. Reflecting on the limitations of the case, we conclude that more holistic teaching approaches are necessary to develop both students’ cognitive and affective abilities to navigate race and work against racism, and we make suggestions for faculty development and administrative support.

From Mediation to Medium: Aesthetic and Anthropological Dimensions of the Image (Bild) and the Crisis of Bildung in German Modernism

2005 ◽  
Vol 1 (2) ◽  
pp. 141-180 ◽  
Author(s):  
Thomas Pfau
Keyword(s):  
Georg Simmel ◽  
Cultural Narrative ◽  
Duke University ◽  
Narrative Process ◽  
Radical Transformation

Thomas Pfau (Duke University) explores the radical transformation of the Bildungsroman - and of the image ( Bild ) as its narrative, speculative fuel - in ‘The Magic Mountain’. Contrasting Mann's narrative process with that of Goethe and Hegel, and drawing on the sociological writings of Georg Simmel and Arnold Gehlen, Pfau reads Mann's novel as decisively breaking with Romanticism's self-generating, organicist, and teleological conception of cultural narrative.

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