Henry, Sean
(2018)
Education, queer theology, and spiritual
development: disrupting heteronormativity for
inclusion in Jewish, Muslim and Christian faith
schools.
International Journal of Children's Spirituality, 23 (1).
pp. 3-16.
ISSN 1364-436x
Abstract
Voices critiquing heteronormativity in faith schools often
rely on an understanding of such schools as arbiters for
heteronormative religious orthodoxies. Many proponents
of Jewish, Muslim and Christian schools offer compelling
responses to such claims by providing inclusive perspectives
on faith schooling. By applying a queer reading of temporality
to a critique of the latter body of work, this paper will argue that
these perspectives, despite their commitments to inclusion,
have affinities with logics of heteronormativity through their
appeal to a language of hospitality that reproduces adherence
to heteronormative binaries and identity frames as originary
and normative. From here, the paper will suggest that queer
theology’s understanding of the transcendent in relation to
immanence offers resources for reframing discussions around
heteronormativity and faith schools in ways that speak to
the inclusive commitments of those critiqued in this paper,
while also eschewing reproductive determinism as a basis for
understanding spiritual development.
| Item Type: |
Article
|
| Keywords: |
Heteronormativity; inclusive
faith schools; youth identity;
spiritual development; queer
theology; |
| Academic Unit: |
Faculty of Social Sciences > Education |
| Item ID: |
13108 |
| Identification Number: |
https://doi.org/10.1080/1364436X.2017.1410697 |
| Depositing User: |
Seán Henry
|
| Date Deposited: |
25 Jun 2020 16:25 |
| Journal or Publication Title: |
International Journal of Children's Spirituality |
| Publisher: |
Taylor & Francis (Routledge) |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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