Faith (religious) schools Books
McGraw-Hill Education McGraw Hill Catholic High School Entrance Exams
Book SynopsisEverything You Need to Get the Score You Want on the HSPT, or TACHSWeâve put our proven expertise into McGraw Hill Catholic High School Entrance Exams to make sure youâre fully prepared for any of these difficult exams. With this book, youâll learn essential skill-building techniques and strategies created by leading test-prep experts. Youâll also get six full-length practice tests, hundreds of sample questions, and all the facts about the current exam. This book will guide you through your preparation program and give you the tools you need to succeed.Features Complete coverage for the High School Placement Test (HSPT) and Test for Admission into Catholic High Schools (TACHS) NEW: Includes the latest information on taking these exams 4 full-length practice tests: 2 each for the HSPT and TACHS, with complete answer explanations Exercises and problems designed to match the real tests in content and difficulty level
£13.99
Penguin Random House Australia The Empty Honour Board
Book Synopsis
£11.69
The University of Chicago Press Lost Classroom Lost Community Catholic Schools
Book SynopsisIn the past two decades in the United States, more than 1,600 Catholic elementary and secondary schools have closed, and more than 4,500 charter schools public schools that are often privately operated and freed from certain regulations have opened, many in urban areas. With a particular emphasis on Catholic school closures, Lost Classroom, Lost Community examines the implications of these dramatic shifts in the urban educational landscape. More than just educational institutions, Catholic schools promote the development of social capital the social networks and mutual trust that form the foundation of safe and cohesive communities. Drawing on data from the Project on Human Development in Chicago Neighborhoods and crime reports collected at the police beat or census tract level in Chicago, Philadelphia, and Los Angeles, Margaret F. Brinig and Nicole Stelle Garnett demonstrate that the loss of Catholic schools triggers disorder, crime, and an overall decline in community cohesiveness, a
£22.80
Johns Hopkins University Press Seeing the Light Religious Colleges in
Book SynopsisSchuman concludes that these schools-Baylor University, Anderson University, New Saint Andrews College, Calvin College, North Park University, George Fox University, Westmont College, Oral Roberts University, Northwestern College, and Wheaton College-and others like them offer important and timely lessons for the broader higher-education community.Trade ReviewBoth this book and its extensive bibliographic essay are worth reflection. -- Susan E. Henking Religious Studies Review 2010 This ambitious book is an important addition to the burgeoning literature on Christian higher education. -- Robert Benne Journal of Higher Education 2011Table of ContentsAcknowledgmentsPart I: Introduction1. An Agenda for the Study of Religious Colleges and Universities2. Contexts Historical and Denominational3. Three Roman Catholic Colleges and UniversitiesPart II: Baptist Schools4. Pro Ecclesia, Pro Texana: Baylor University, Waco, Texas5. A Civil College: Anderson University, Anderson, South CarolinaPart III: Denominational Colleges6. "At the Front Lines of the Culture Wars": New Saint Andrews College, Moscow, Idaho7. "To Clear Some Part of the Human Jungle": Calvin College, Grand Rapids, Michigan8. Swedes and the City: North Park University, Chicago, IllinoisPart IV: Nondenominational Christian Colleges and Universities9. Friends and/or Friendly? George Fox University, Newberg, Oregon10. An Island of Piety . . . in a Sea of Riches: Westmont College, Santa Barbara, California11. "Expect a Miracle": Oral Roberts University, Tulsa, Oklahoma12. A Christian Walk Up North: Northwestern College, St. Paul, Minnesota13. "For Christ and His Kingdom": Wheaton College, Wheaton, IllinoisPart V: Conclusions14. What Can We Learn?Appendix: Interview Questions for Institutions and ParentsNotesEssay on SourcesIndex
£45.50
Cambridge University Press Islamic Schools in Modern Turkey Faith Politics and Education 39 Cambridge Middle East Studies Series Number 39
Book SynopsisIn recent years, the Islamization of Turkish politics and public life has been the subject of much debate in Turkey and the West. This book makes an important contribution to those debates by focusing on a group of religious schools, known as Imam-Hatip schools, founded a year after the Turkish Republic, in 1924. At the outset, the main purpose of Imam-Hatip schools was to train religious functionaries. However, in the ensuing years, the curriculum, function and social status of the schools have changed dramatically. Through ethnographic and textual analysis, the book explores how Imam-Hatip school education shapes the political socialization of the schools' students, those students' attitudes and behaviours and the political and civic activities of their graduates. By mapping the schools' connections to Islamist politicians and civic leaders, the book sheds light on the significant, yet often overlooked, role that the schools and their communities play in Turkey's Islamization at the Trade Review'Islamic Schools in Modern Turkey provides a rich ethnography on an institution that evidently plays a central role in shaping the Islamic movement in Turkey and provides an important venue for discussions over the movement's interaction with(in)the secular state. The author's very attempt to understand imam hatips produces an extensive scholarly contribution.' Turkish Review'… an invaluable source book, one that we will all be quoting and citing in the coming years …' Ayşe Öncü, Bustan: The Middle East Book ReviewTable of Contents1. Imam-Hatip schools within a secular state; 2. Accumulating and exhibiting habitus; 3. Agents of political socialization: influences in the communities; 4. Imam-Hatip schools, their communities, and Islamist politics; 5. Imam-Hatip schools, their communities, and Islamist civil society organizations; 6. International interest and conclusions.
£33.14
Bloomsbury Publishing PLC The Bloomsbury Handbook of Schools and Religion
Book SynopsisJo Fraser-Pearce is Associate Professor (Teaching) at IOE, UCL's Faculty of Education and Society, University College London, UK.James W. Fraser is Professor of History and Education at New York University, USA.Trade ReviewAn amazing, deep and convincing [critical] analysis of an interplay between religion and state in a single book. In sum, this is a must read for instructors, students and all those who have the interest to know more about the relation between state and religion from the global perspective. * Samuel Awuah-Nyamekye, Professor of Religion and Environment, University of Cape Coast, Ghana *Education about religion (religious studies) and for religion (faith formation) is practiced around the globe though implementation can differ markedly depending upon cultural context. This volume pulls together cross-national case studies to illuminate these differences, as well as commonalities, all in the service of improved practice through enriched understanding. * Michael D. Waggoner, Professor of Education, University of Northern Iowa, USA *Table of Contents1. Introduction: Why Look at Schools and Religion? Why do it Globally?, James Fraser (New York University, USA) and Jo Fraser-Pearce (University College London, UK) Part I: Schools, Religion and the State 2. School and Religion as a Mirror of State and Religion? – Bangladesh, England, Israel and Vietnam, Jo Fraser-Pearce (University College London, UK) 3. Schools and Religions: the Law and the Courts – Costa Rica, England, France, Italy, Senegal, South Africa, Switzerland and Turkey, Nigel Fancourt (University of Oxford, UK) 4. Government Funding for Religious Schools – Netherlands, Australia, Israel, Singapore, and Indonesia, Ashley Berner (Johns Hopkins University, USA) Part II: The Place of Religion in School Classrooms 5. Mindfulness in Schools – The United States, England, Singapore, and Vietnam, Bill Meyer (New York University, USA) 6. Religion, Language and National Identity Construction in School Textbooks in South Asia – India, Pakistan, and Bangladesh, Laraib Niaz (University of Cambridge, UK), Kusha Anand (University College London, UK), Farid Panjwani (The Aga Khan University, Pakistan) and Marie Lall (University College London, UK) 7. Religion, Heritage and the Teaching of Black History – Brazil, the United States, South Africa, Ghana and Benin, Amilcar A. Pereira (Federal University of Rio Janeiro, Brazil) and Jessika Rezende Souza da Silva (Federal University of Rio Janeiro, Brazil) 8. Religious Education in Teacher Education: About, For and In Diversity? – Austria, Canada, England, Turkey and India, Alexis Stones (University College London, UK), Kristian Niemi (Karlstad University, Sweden) and Kerstin von Brömssen (University West, Sweden) 9. Debating Evolution in Context—Religion in the Biology Classroom – Brazil, England, Pakistan and the United States, Michael J. Reiss (University College London, UK) 10. When Discussion of Religion is Not Encouraged: Don’t Ask, Don’t Tell – Malawi, Sri Lanka, Ontario, Quebec, and California, Amarnath Amarasingam, (Queen’s University, Canada), Harsha Dulari Wijesekera (Open University of Sri Lanka, Sri Lanka), Yonah Hisbon Matemba (University of the West of Scotland, UK), W. Y. Alice Chan (Centre for Civic Religious Literacy, Canada), Ashley Couture (Canada) and Hicham Tiflati (John Abbot College, Canada) 11. Preparing Teachers to Develop the Religious Literacy of Learners - Colombia, Greece, Malawi, Norway and Turkey, Marios Koukounaras Liagkis, (National and Kapodistrian University of Athens, Greece) 12. Colonial Histories and their Impacts on Religious Education - Germany, Namibia, and Nigeria, Annett Graefe-Geusch (German Center for Integration and Migration Research, Germany) Part III: Religious Students — Questions of Rights and Identity 13. The Permissible and Contested Boundaries of Religious Dress Worn in Schools: Contemporary Examples of Religious Restriction - Canada, France, Kenya, and Turkey, Dianne Gereluk (Werklund School of Education, University of Calgary, Canada) and Brenna Haggarty (University of Calgary, Canada) 14. Sex(uality) and Religion in Schools - China, England and the United States, Michael J. Reiss (University College London, UK) 15. School Meals in Multicultural/Multireligious Contexts - France, Denmark, Dubai (part of the United Arab Emirates) and the United States, Amy Bentley (New York University, USA), Samantha Ruth Brown (University of Oregon, USA), Shayne Leslie Figueroa (Independent scholar, USA), Salma Serry (Boston University, USA) and Claudia Saffar (Independent scholar, USA) 16. Religious Bias in the School Systems of Multireligious and Multiethnic States - Ethiopia, Russia, and the United States, Regina B. Wenger (Baylor University, Texas, USA) 17. Religious Minorities at School South of the Sahara - Malawi, Ghana, Zimbabwe, South Africa and Lesotho, Yonah Matemba (University of the West of Scotland, UK), Richardson Addai-Mununkum (University of Education, Ghana), Maitumeleng Nthontho (University of Pretoria, South Africa) and Godfrey Museka (University of Zimbabwe, Zimbabwe) Part IV: Schools and Religion in the Contemporary World 18. Schools, Religion and Postcolonial Perspectives - England, Hong Kong and South Africa, Nuraan Davids (Stellenbosch University, South Africa), Janet Orchard (University of Bristol, England) and Liz Jackson (The Education University of Hong Kong, Hong Kong) 19. Schools, Religion and Teaching about Climate Change and Sustainable Development - Indonesia and Nigeria, Emma Salter (University of Huddersfield, UK) 20. Schools, Religion and Extremism - Australia, Zimbabwe, the UK and Canada, David Lundie (University of Glasgow, UK) 21. How History Informs the Conversation about Religion in State Schools - Costa Rica, Afghanistan and the United States, James Fraser (New York University, USA) 22. Conclusion: Why Schools and Religion Matter, Jo Fraser-Pearce (University College London, UK) and James Fraser (New York University, USA) Index
£123.50
Sourcebooks, Inc 123 Magic in the Classroom Effective Discipline
Book SynopsisDr. Thomas W. Phelan is an internationally renowned expert, author, and lecturer on child discipline and Attention Deficit Disorder. A registered Ph.D. clinical psychologist, he appears frequently on radio and TV. Dr. Phelan practices and works in the western suburbs of Chicago.Trade Review"This excellent manual for teachers provides straightforward discipline strategies and behavioral management techniques... VERDICT A great purchase for any elementary and middle school library and an ideal addition for a professional development reading list." - School Library Journal
£13.67
Information Age Publishing The Cruciform Faculty: The Making of a Christian
Book SynopsisHow do Christian higher education institutions orient new faculty members to their role on a Christian campus? How do they lead faculty members toward a deeper understanding of the Christian dimension of their place in higher education? Bible Colleges, Christian Universities, and Seminaries need a resource that can be provided to faculty members or be used in faculty development discussions.This book is designed to serve as just such a resource. It provides a clear and concise portrait of thegeneral role of faculty from a distinctively evangelical Christian perspective. We use the metanarrative of being formed by the cross to describe the “cruciform” role of professors as teachers in the classroom, mentors to the students, scholars within the academy, and servants of the church and community. Each chapter will have personal and group reflection questions and exercises to aid in application.
£20.85
Information Age Publishing The Cruciform Faculty: The Making of a Christian
Book SynopsisHow do Christian higher education institutions orient new faculty members to their role on a Christian campus? How do they lead faculty members toward a deeper understanding of the Christian dimension of their place in higher education? Bible Colleges, Christian Universities, and Seminaries need a resource that can be provided to faculty members or be used in faculty development discussions.This book is designed to serve as just such a resource. It provides a clear and concise portrait of thegeneral role of faculty from a distinctively evangelical Christian perspective. We use the metanarrative of being formed by the cross to describe the “cruciform” role of professors as teachers in the classroom, mentors to the students, scholars within the academy, and servants of the church and community. Each chapter will have personal and group reflection questions and exercises to aid in application.
£48.60
Equinox Publishing Ltd Theory in a Time of Excess
Book Synopsis
£72.01
Equinox Publishing Ltd Theory in a Time of Excess: Beyond Reflection and
Book SynopsisWhat does it mean to "do theory" in the study of religion today? The terms "method and theory" are now found in course titles, curricula/degree requirements, area/comprehensive exams, and frequently listed as competencies on the CVs of scholars from across a wide array of subfields. Are we really that theoretically and methodologically sophisticated? While a variety of groups at annual scholarly conferences now regularly itemize theorizing among the topics that they examine and carry out, it seems that few of the many examples of doing theory today involve either meta-reflection on the practical conditions of the field or rigorously explanatory studies of religion's cause(s) or function(s). So, despite the appearance of tremendous advances in the field over the past 30 years, it can be argued that little has changed. Indeed, the term theory is today so widely understood as to make it coterminous with virtually all forms of scholarship on religion. This volume seeks to re-examine just what we ought to consider theory to signify. The book consists of distinct chapters penned by leading theorists in the field.The core of the book consists of statements written by an anthropologist of religion, a literary theorist, a specialist in cognitive science of religion, and a philosopher of religion. Each statement is then followed by shorter response papers, and concludes with a response by the theorist.Table of ContentsIntroductionTheory in a Time of ExcessAaron W. HughesPART ONE1. Establishing a Beachhead: NAASR, Twenty Years LaterLuther H. Martin, University of Virginia, and Donald Wiebe, University of TorontoPART TWO2. On the Restraint of TheoryJason N. Blum, Davidson College3. It's Hard Out There for a TheoristMichael J. Altman, University of Alabama4. Signifying "Theory": Toward a Method of Mutually Assured DeconstructionRichard Newton, Elizabethtown College5. On the Restraint of ConsciousnessTara Baldrick-Morrone, Florida State University6. A ReplyJason N. BlumPART THREE7. The High Stakes of Identifying (with) One's Object of StudyK. Merinda Simmons, University of Alabama8. New Materialism and the Objects of Religious StudiesMartha Smith Roberts, University of California, Santa Barbara9. Killing The Scholar: Critical Theory, Relevance, and Objects of StudyThomas J. Whitley, Florida State Univesity10. The Rhetoric of Disinterest for Authorizing our Critical Position: Historicizing Critical-Theory in Religious StudiesStephen L. Young, Brown University11. A Reply K. Merinda SimmonsPART FOUR12. What the Cognitive Science of Religion Is (and is not)Claire White, California State University, Northridge 13. "Show me the Money": Big-Money Donors and the Cognitive Science of ReligionBrad Stoddard, McDaniel Colllege14. Of Elephants and Riders: Cognition, Reason and Will in the Study of ReligionMatt Sheedy, University of Manitoba15. A ReplyClaire WhitePART FIVE16. The Study of Religion, Bricolage, and Brandom Matthew C. Bagger, University of Alabama17. Precision and Excess: Doing the Discipline of Religious StudiesRebekka King, Middle State Tennessee University18. On Druids, The Dude, and Doing Excessive Theory James Dennis Lorusso, Princeton University19. Reliabilism and the Limits of Pragmatism Robyn Faith Walsh, University of Miami20. A Reply Matthew C. BaggerPART SIX21. Theory is the Best Accessory: Branding and the Power of Scholarly CompartmentalizationLeslie Dorrough Smith, University of AlabamaAfterwordFeast and Famine in the Study of ReligionRussell T. McCutcheon, University of Alabama
£21.21
Edward Elgar Publishing Ltd Islamic Education in the United States and the
Book SynopsisThis book is a novel and ambitious attempt to map the Muslim American nonprofit sector: its origins, growth and impact on American society. Using theories from the fields of philanthropy, public administration and data gathered from surveys and interviews, the authors make a compelling case for the Muslim American nonprofit sector's key role in America. They argue that in a time when Islamic schools are grossly misunderstood, there is a need to examine them closely, for the landscape of these schools is far more complex than meets the eye. The authors, who are both scholars of philanthropy, examine how identity impacts philanthropy and also the various forces that have shaped the landscape of Muslim American giving in the US. Using a comparative method of analysis, they showcase how this sector has contributed not only to individual communities but also to the country as a whole. National surveys and historical analysis offer data that is rich in insights and offers a compelling narrative of the sector as a whole through its focus on Islamic schools. The authors also critically examine how nonprofit leaders in the community legitimize their own roles and that of their organizations, and offer a compelling and insightful examination of how Muslim American leaders perceive their own role in institution building.This is a must read for anyone seeking to understand this important and growing sector of American society, including nonprofit leaders in the Muslim community, leaders of Islamic schools, nonprofit leaders with interest in private schools, activists, and scholars who study philanthropy and Islamic education.Trade Review'This book by Khan and Siddiqui offers an incredibly insightful look into the formation and workings of Islamic schools in the US as nonprofit organizations. As scholars, they offer both a historical and contemporary analysis of these institutions, with a focus on their transformation and quest for legitimacy, as American religious and educational nonprofits. While there are studies that look at the evolution of religious institutions or educational institutions, this is the first book of its kind that brings both these facets together and offers us a compelling nonprofit narrative, based on empirical research, drawn from a nationally representative sample. A much needed contribution to the literature, this book will be useful not only to scholars studying nonprofit organizations, philanthropy, and education; but also those who are seeking to better understand the evolving roles and changing landscape of Muslim American institutions.' --Chao Guo, University of Pennsylvania, US'Khan and Siddiqui offer an invaluable resource for anyone interested in the intersections of religion, philanthropy, and the nonprofit sector in America. With a depth of analysis focused on the network of Islamic schools in the US, their work also provides a welcome addition to a developing scholarship on Muslim-American philanthropy. Khan and Siddiqui demonstrate they are two of the leading experts in this burgeoning conversation.' --David P. King, Indiana University-Purdue University, Indianapolis, US'Islamic philanthropy and Islamic schools are both grossly misunderstood in the American context. This new book by Sabith Khan and Shariq Siddiqui offers a fresh perspective of Islamic institutions, based on an extensive survey data and indepth interviews. It seeks to dispel many of the myths surrounding Islamic education and uses an institutional analysis framework to understand how Muslim communities have worked to build institutions that have supported their culture and values.' --Reza Aslan, author of god: The Human Quest to Make Sense of the DivineTable of ContentsContents: 1. Introduction 2. Islamic Philanthropy as a discursive tradition 3. Muslim Philanthropy and Nonprofit Institutions in America 4. Identification and American Muslim philanthropy 5. Philanthropy, Institution Building and Legitimacy in Islamic Schools in America 6. Interlocutors of tradition or signposts of the future of Islam in America? : Islamic Schools in the US 7. Conclusion: prospects for future growth and development Index
£78.00
Edward Elgar Publishing Ltd Islamic Education in the United States and the
Book SynopsisThis book is a novel and ambitious attempt to map the Muslim American nonprofit sector: its origins, growth and impact on American society. Using theories from the fields of philanthropy, public administration and data gathered from surveys and interviews, the authors make a compelling case for the Muslim American nonprofit sector's key role in America. They argue that in a time when Islamic schools are grossly misunderstood, there is a need to examine them closely, for the landscape of these schools is far more complex than meets the eye. The authors, who are both scholars of philanthropy, examine how identity impacts philanthropy and also the various forces that have shaped the landscape of Muslim American giving in the US. Using a comparative method of analysis, they showcase how this sector has contributed not only to individual communities but also to the country as a whole. National surveys and historical analysis offer data that is rich in insights and offers a compelling narrative of the sector as a whole through its focus on Islamic schools. The authors also critically examine how nonprofit leaders in the community legitimize their own roles and that of their organizations, and offer a compelling and insightful examination of how Muslim American leaders perceive their own role in institution building.This is a must read for anyone seeking to understand this important and growing sector of American society, including nonprofit leaders in the Muslim community, leaders of Islamic schools, nonprofit leaders with interest in private schools, activists, and scholars who study philanthropy and Islamic education.Trade Review'This book by Khan and Siddiqui offers an incredibly insightful look into the formation and workings of Islamic schools in the US as nonprofit organizations. As scholars, they offer both a historical and contemporary analysis of these institutions, with a focus on their transformation and quest for legitimacy, as American religious and educational nonprofits. While there are studies that look at the evolution of religious institutions or educational institutions, this is the first book of its kind that brings both these facets together and offers us a compelling nonprofit narrative, based on empirical research, drawn from a nationally representative sample. A much needed contribution to the literature, this book will be useful not only to scholars studying nonprofit organizations, philanthropy, and education; but also those who are seeking to better understand the evolving roles and changing landscape of Muslim American institutions.' --Chao Guo, University of Pennsylvania, US'Khan and Siddiqui offer an invaluable resource for anyone interested in the intersections of religion, philanthropy, and the nonprofit sector in America. With a depth of analysis focused on the network of Islamic schools in the US, their work also provides a welcome addition to a developing scholarship on Muslim-American philanthropy. Khan and Siddiqui demonstrate they are two of the leading experts in this burgeoning conversation.' --David P. King, Indiana University-Purdue University, Indianapolis, US'Islamic philanthropy and Islamic schools are both grossly misunderstood in the American context. This new book by Sabith Khan and Shariq Siddiqui offers a fresh perspective of Islamic institutions, based on an extensive survey data and indepth interviews. It seeks to dispel many of the myths surrounding Islamic education and uses an institutional analysis framework to understand how Muslim communities have worked to build institutions that have supported their culture and values.' --Reza Aslan, author of god: The Human Quest to Make Sense of the DivineTable of ContentsContents: 1. Introduction 2. Islamic Philanthropy as a discursive tradition 3. Muslim Philanthropy and Nonprofit Institutions in America 4. Identification and American Muslim philanthropy 5. Philanthropy, Institution Building and Legitimacy in Islamic Schools in America 6. Interlocutors of tradition or signposts of the future of Islam in America? : Islamic Schools in the US 7. Conclusion: prospects for future growth and development Index
£22.75
The Catholic University of America Press Renewing Catholic Schools: How to Regain a
Book SynopsisCatholic education remains one of the most compelling expressions of the Church’s mission to form disciples. Despite decades of decline in the number of schools and students, many Catholic schools have been experiencing renewal by returning to the great legacy of the Catholic tradition. Renewing Catholic Schools offers an overview of the reasons behind this renewal and practical suggestions for administrators, clergy, teachers, and parents on how to begin the process of reinvigoration.The book begins by situating Catholic education within the Church’s mission. Fidelity to Catholic mission and identity, including a commitment to the fulness of truth, provides the fundamental mark for the true success of Catholic education. The Catholic intellectual tradition, in particular, established by figures such as Augustine, Boethius, and Aquinas, can continue to direct Catholic schools, providing a depth of vision to overcome today’s educational crisis.To transcend the now dominate secular model of education, Catholic schools can align their curriculum more closely to the Catholic tradition. One touchpoint comes from Archbishop Michael Miller’s The Holy See’s Teaching on Catholic Schools, which the book explores as a source for practical guidance. It also offers a Catholic vision for curriculum, examining the full range of subjects from gymnasium, the fine arts, the liberal arts, literature, history, and catechesis, all of which lead to a well-formed graduate, inspired by beauty, attune to truth, and ordered toward the good.Finally, the book provides a practical vision for renewing the school through the formation of teachers, creation of a school community, and by offering suggestions for implementation of a stronger Catholic mission and philosophy of education. The teacher, ultimately, should strive to teach like Jesus, while the community should joyfully embody the school’s mission, making it a lived reality. The book concludes with examples of Catholic schools that have successfully undergone renewal.
£21.80
Restoration Scriptures Foundation Conferencias sobre la fe (Lectures on Faith):
Book Synopsis
£12.34
Springer Nature Switzerland AG The Zimbabwe Council of Churches and Development
Book SynopsisThere is a growing realization that religion plays a major role in development, particularly in the Global South. Whereas theories of secularization assumed that religion would disappear, the reality is that religion has demonstrated its tenacity. In the specific case of Zimbabwe, religion has remained a positive social force and has made a significant contribution to development, particularly through the Zimbabwe Council of Churches. This has been through political activism, contribution to health, education, women’s emancipation, and ethical reconstruction. This volume analyzes the contribution of the Zimbabwe Council of Churches to development in the country. Table of Contents1. Introduction: The Zimbabwe Council of Churches and Development in Zimbabwe - Ezra Chitando 2. Chapter 1 The Zimbabwe Council of Churches, Politics and Development from 1980 to 2015 - Munetsi Ruzivo 3. Chapter 2 Together for Development? The Zimbabwe Council of Churches, Zimbabwe Catholic Bishops Conference and the Evangelical Fellowship of Zimbabwe - Molly Manyonganise 4. Chapter 3 Quo vadis the Catholic Church and the Zimbabwe Council of Churches? Exploring the ‘mine is right’ dilemmas in the path to Christian unity in Zimbabwe - Canisius Mwandayi and Theresa Mugwidi 5. Chapter 4 The Zimbabwe Council of Churches and ‘Crisis’ Ecumenical Groups - Joram Tarusarira 6. Chapter 5 The Church, Praxis Theology and Development in Zimbabwe - Richard S. Maposa 7. Chapter 6 Church-Politics nexus: An analysis of the Zimbabwe Council of Churches (ZCC) and political engagement - Ashton Murwira and Charity Manyeruke 8. Chapter 7 The Zimbabwe Council of Churches and the Ethical Reconstruction of Zimbabwe - Tarisayi A. Chimuka 9. Chapter 8 Church-related Hospitals and Health-care provision in Zimbabwe - Sophia Chirongoma 10. Chapter 9 Church Women’s Organisations: Responding to HIV and AIDS in Contemporary Zimbabwe - Tabona Shoko and Tapiwa P. Mapuranga 11. Chapter 10 The Significance of Church Related Universities in the Reconstruction of Zimbabwe - Solmon Zwana 12. Chapter 11 The Zimbabwe Council of Churches and Women’s Empowerment - Tapiwa P. Mapuranga 13. Chapter 12 The Zimbabwe Council of Churches and the Prophetic Mission of the Church - Jimmy Dube 14. Chapter 13 The Theology of Enough: An Agenda for the 21st Century Church in Zimbabwe - Bednicho Nyoni
£80.99
Springer Fachmedien Wiesbaden Islam und Sozialisation: Aktuelle Studien
Book SynopsisDer Band leistet einen differenzierten Beitrag zur Frage nach Verhältnisbestimmungen von Islam und Sozialisation, indem er Einblicke in qualitativ ausgerichtete Forschungsarbeiten bietet, die der Frage nach der Bedeutung islamischer Religiosität für das Aufwachsen bzw. das ‚Sein in der Welt‘ nachgehen. Die Beiträge richten die Aufmerksamkeit u.a. auf Prozesse der Adressierung und Kategorisierung, Bedeutungsdimensionen der Anerkennung, bildungsbezogene Praktiken und deren biographische Bedeutung, moralische Orientierungen und ästhetische Rezeptionsformen sowie geschlechtsbezogene Rollenverständnisse im Zusammenhang mit islamischer Religiosität.Table of ContentsSubjektivierungs- und Anerkennungsprozesse im Kontext der frühen Kindheit.- Muslimische Religiosität aus der Sicht von Elementarpädagoginnen.- Islamischer Religionsunterricht an einer Schule.- Sozialisationsprozesse in studentischen sohbetler der ‚Gülen-Bewegung‘.- Jugendliche auf der Suche nach biografisch relevanten Werten.- Die Bedeutung des Kopftuchs in sozialisatorischer Hinsicht.- Sozialisation, Erziehung und Geschlechterrollen in muslimischen Familien.- Religiös-normative Orientierungen muslimischer Jugendlicher.- Islamische Religiosität im Kontext ästhetischer Darstellungsformen.
£31.34
Information Age Publishing Embracing Diversity: Formative Christian Higher
Book SynopsisChristian schools and colleges that include spiritual formation and Christian maturity within their mission are facing challenges. The challenge of being a Christian college within a secular society is well-recognized. There are intellectual clashes of secular versus religious worldviews to be negotiated, and clashes of social imaginaries where habitual ways of responding come into conflict. These challenges are difficult enough for staff of a Christian college when most students have a Christian background and there may be a common language and assumptions. Even more difficult are the challenges faced by Christian staff of a Christian college when most students identify with non-Christian religions. What does a college's mission of forming mature Christians mean when students are largely Muslim, Hindu, Buddhist, Sikh, or other non-Christian faiths? Should staff modify curricula to reduce cognitive clashes? Should teaching practices be changed to reduce the dissonance of different social imaginaries? How can staff draw from Christian values of tolerance and respect to support non-Christian students in their formation of values and ethics while still respecting diversity?This volume draws together the work of scholars and researchers who have pondered the nature, purpose, and means of formation. It offers an analysis of the scope, context, and methods of formation of mature people without denying or downplaying the difficulties of formation. It offers hope that people who are mature in all areas of life, including the spiritual domain, can be formed and urges educators to encompass all domains in their formative work.
£51.30
Information Age Publishing Embracing Diversity: Formative Christian Higher
Book SynopsisChristian schools and colleges that include spiritual formation and Christian maturity within their mission are facing challenges. The challenge of being a Christian college within a secular society is well-recognized. There are intellectual clashes of secular versus religious worldviews to be negotiated, and clashes of social imaginaries where habitual ways of responding come into conflict. These challenges are difficult enough for staff of a Christian college when most students have a Christian background and there may be a common language and assumptions. Even more difficult are the challenges faced by Christian staff of a Christian college when most students identify with non-Christian religions. What does a college's mission of forming mature Christians mean when students are largely Muslim, Hindu, Buddhist, Sikh, or other non-Christian faiths? Should staff modify curricula to reduce cognitive clashes? Should teaching practices be changed to reduce the dissonance of different social imaginaries? How can staff draw from Christian values of tolerance and respect to support non-Christian students in their formation of values and ethics while still respecting diversity?This volume draws together the work of scholars and researchers who have pondered the nature, purpose, and means of formation. It offers an analysis of the scope, context, and methods of formation of mature people without denying or downplaying the difficulties of formation. It offers hope that people who are mature in all areas of life, including the spiritual domain, can be formed and urges educators to encompass all domains in their formative work.
£91.80
