Kevin Burke
http://coe.uga.edu/directory/profiles/burkekq
Supervisors: Avner Segall, Lynn Fendler, Nancy DeJoy, and Stephanie Nawyn
Phone: 6236802188
Address: Aderhold Hall
University of Georgia
Athens, GA 30602
Supervisors: Avner Segall, Lynn Fendler, Nancy DeJoy, and Stephanie Nawyn
Phone: 6236802188
Address: Aderhold Hall
University of Georgia
Athens, GA 30602
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Books by Kevin Burke
Authors not only examine how Christianity – the historically dominant religion in American society – shapes languaging and literacies in schooling and other educational spaces, but they also imagine how these relations might be reconfigured. From curricula to classroom practice, from narratives of teacher education to youth coming-to-faith, chapters vivify how spiritual lives, beliefs, practices, communities, and religious traditions interact with linguistic and literate practices and pedagogies. In relating legacies of Christian languaging and literacies to urgent issues including White supremacy, sexism and homophobia, and the politics of exclusion, the volume enacts and invites inclusive relational configurations within and across the myriad American Christian sub-cultures coming to bear on English language arts curriculum, teaching, and learning.
This courageous collection contributes to an emerging scholarly literature at the intersection of language and literacy teaching and learning, religious literacy, curriculum studies, teacher education, and youth studies. It will speak to teacher educators, scholars, secondary school teachers, and graduate and postgraduate students, among others.
to take into account issues and draw from traditions, methodologies, epistemologies, axiologies within, for instance, history, theology, and philosophy. The question, then, isn’t if religion is present in and relevant to education but how its relevance can be better understood, reworked, potentially challenged or fruitfully reinforced.
Part I: Understanding Youth Perceptions of Civic Engagement and Resistance
1. Picturing New Notions of Civic Engagement in the U.S.: Youth-Facilitated, Visually-Based Explorations of the Perspectives of Our Least Franchised and Most Diverse Citizens Anthony Pellegrino, Kristien Zenkov, Melissa Gallagher, Liz Long
2. Speaking through Digital Storytelling: A Case Study of Agency and the Politics of Identity Formation in School Rebecca L. Buecher
3. "Truth, in the end, is different from what we have been taught": Re-centering Indigenous Knowledges in Public Schooling Spaces Timothy San Pedro
4. Publicly Engaged Scholarship in Urban Communities: Possibilities for Literacy Teaching and Learning Valerie Kinloch
Part II: Creating Safe, Creative Spaces for Youth through Community Partnerships
5. "We want this to be owned by you": The Promise and Perils of Youth Participatory Action Research Lawrence T. Winn, Maisha T. Winn
6. Writing Our Lives: The Power of Youth Literacies and Community Engagement Marcelle M. Haddix, Alvina Mardhani-Bayne
7. "It help[ed] me think outside the box": Connecting Critical Pedagogy and Traditional Literacy in a Youth Mentoring Program Horace Hall, Beverly Trezek
8. Where Are They Now? An Intergenerational Conversation on the work of the Llano Grande Center for Research and Development Miguel Guajardo, Francisco Guajardo, Mark Cantu Part III: Literacies as a Civil and Human Right
9. Black "Youth Speak Truth" to Power: Literacy for Freedom, Community Radio, and Civic Engagement Keisha Green
10. Bilingual Youth Voices in Middle School: Performance, Storytelling and Photography Ruth Harman, Lindy Johnson, Edgar Escutia Chagoya
11. When Words Fail, Art Speaks: Learning to Listen to Youth Stories in a Community Photovoice Project Stuart Greene, Kevin Burke, Maria McKenna
into the process while also providing some description of the context for the student writing. The second examines the historical strands of our current system, suggesting that what we’ve lost is the public sense that the community is empowered to engage in educational policy debates. The final section will situate the text in the realm of pedagogy as we three seek to seriously think about the role of teaching and teachers in the realm of positing possibilities for education.
This book documents a year-long autoethnographic study in an all-boys Catholic secondary school. It elucidates how schooling helps form both assumptions and practices about what it means to become a man, and examines how these discourses are reshaped by young men in their daily lives. In the process the book explicates how students come to make sense of and exercise their own identities amidst the discourses of the school around, through, and by religion and gender and, necessarily, sexuality."
Articles by Kevin Burke
occurred across the pages of this journal over the course of
the last two years in Glanzer (2022); Small et al. (2022);
Glanzer and Martin (2023); Edwards et al. (2023) and Glanzer
(2024). As we don’t see there being any satisfactory conclusion–
to the parties engaged and the discourses and communities
of scholars we might assume they represent–coming
from our jumping into the fray. We choose to instead avail
ourselves of the queer practice of arguing to the side of
things (Burke & Greteman, 2022).
we approached demurred from contributing because they saw themselves as not having the requisite expertise related to sexuality education; while colleagues within sexuality education clearly did not share our desire to root around in sexual theology. This is not a completely untrodden path for contributors to the journal, there have been a handful of papers in Sex Education in this space; see for example Lisa Isherwood’s (2004) engagement with feminist liberation theology where she imagines ‘Sex education in a Christian context has the duty of encouraging passionate lovers and justice makers’ (282) through to Alireza Tabatabaie’s (2015) discussion of Islam and adolescent sexuality Islamic traditions in
which ‘adolescents are mature enough to distinguish between good and evil and to be liable before God for their religious duties’ (285). Contributors to the journal are keen to discuss religion – there have been no less than 463 articles in the journal that include this term, compared to the 12 (including the contributions to this special issue) – that directly
engage with and interrogate theology.
forward into the breach as teacher educators. Our hope is to make a few
things possible. The first is a reengagement with questions of sexuality and
religion in teacher education that neither begins with that which is legal
nor ends with that which is sacred, and thus untouchable. We use, by way
of illustration, a few suggestive anecdotes from our own scholarly experiences not as exemplars necessarily but rather as illustrations of possibility for the field which neither mark its limits nor trace its ultimate possibility. In some sense, we hope to write this conversation into existence and wish it so through our own successes and failures as teacher educators working to find ways to engage these particular risks educationally.
research posits, using work in postsecularism and particularly through
an historical, legal, and theological read of prophetic indictment and
the function of the jeremiad in educational policy, that the terms of
educational debate are rendered in a legal rather than a deliberative
discursive framework. This lends itself, then, to the creation of evil
others opposed to one’s own preferred policy prescriptions and renders
much of the discussion about and around the need for conversation
and comity moot. The authors propose attending to the function of evil
in education as well as positing an historical approach to thinking about
why we often can’t think differently about educational arguments.
measures in the name of “public safety”. Written texts provide a rich context in which to critique and better situate State policies within larger frameworks of discipline and control. States and bodies are inextricably connected to each other, and analyzing public policies help better contextualize these links specifically.
Authors not only examine how Christianity – the historically dominant religion in American society – shapes languaging and literacies in schooling and other educational spaces, but they also imagine how these relations might be reconfigured. From curricula to classroom practice, from narratives of teacher education to youth coming-to-faith, chapters vivify how spiritual lives, beliefs, practices, communities, and religious traditions interact with linguistic and literate practices and pedagogies. In relating legacies of Christian languaging and literacies to urgent issues including White supremacy, sexism and homophobia, and the politics of exclusion, the volume enacts and invites inclusive relational configurations within and across the myriad American Christian sub-cultures coming to bear on English language arts curriculum, teaching, and learning.
This courageous collection contributes to an emerging scholarly literature at the intersection of language and literacy teaching and learning, religious literacy, curriculum studies, teacher education, and youth studies. It will speak to teacher educators, scholars, secondary school teachers, and graduate and postgraduate students, among others.
to take into account issues and draw from traditions, methodologies, epistemologies, axiologies within, for instance, history, theology, and philosophy. The question, then, isn’t if religion is present in and relevant to education but how its relevance can be better understood, reworked, potentially challenged or fruitfully reinforced.
Part I: Understanding Youth Perceptions of Civic Engagement and Resistance
1. Picturing New Notions of Civic Engagement in the U.S.: Youth-Facilitated, Visually-Based Explorations of the Perspectives of Our Least Franchised and Most Diverse Citizens Anthony Pellegrino, Kristien Zenkov, Melissa Gallagher, Liz Long
2. Speaking through Digital Storytelling: A Case Study of Agency and the Politics of Identity Formation in School Rebecca L. Buecher
3. "Truth, in the end, is different from what we have been taught": Re-centering Indigenous Knowledges in Public Schooling Spaces Timothy San Pedro
4. Publicly Engaged Scholarship in Urban Communities: Possibilities for Literacy Teaching and Learning Valerie Kinloch
Part II: Creating Safe, Creative Spaces for Youth through Community Partnerships
5. "We want this to be owned by you": The Promise and Perils of Youth Participatory Action Research Lawrence T. Winn, Maisha T. Winn
6. Writing Our Lives: The Power of Youth Literacies and Community Engagement Marcelle M. Haddix, Alvina Mardhani-Bayne
7. "It help[ed] me think outside the box": Connecting Critical Pedagogy and Traditional Literacy in a Youth Mentoring Program Horace Hall, Beverly Trezek
8. Where Are They Now? An Intergenerational Conversation on the work of the Llano Grande Center for Research and Development Miguel Guajardo, Francisco Guajardo, Mark Cantu Part III: Literacies as a Civil and Human Right
9. Black "Youth Speak Truth" to Power: Literacy for Freedom, Community Radio, and Civic Engagement Keisha Green
10. Bilingual Youth Voices in Middle School: Performance, Storytelling and Photography Ruth Harman, Lindy Johnson, Edgar Escutia Chagoya
11. When Words Fail, Art Speaks: Learning to Listen to Youth Stories in a Community Photovoice Project Stuart Greene, Kevin Burke, Maria McKenna
into the process while also providing some description of the context for the student writing. The second examines the historical strands of our current system, suggesting that what we’ve lost is the public sense that the community is empowered to engage in educational policy debates. The final section will situate the text in the realm of pedagogy as we three seek to seriously think about the role of teaching and teachers in the realm of positing possibilities for education.
This book documents a year-long autoethnographic study in an all-boys Catholic secondary school. It elucidates how schooling helps form both assumptions and practices about what it means to become a man, and examines how these discourses are reshaped by young men in their daily lives. In the process the book explicates how students come to make sense of and exercise their own identities amidst the discourses of the school around, through, and by religion and gender and, necessarily, sexuality."
occurred across the pages of this journal over the course of
the last two years in Glanzer (2022); Small et al. (2022);
Glanzer and Martin (2023); Edwards et al. (2023) and Glanzer
(2024). As we don’t see there being any satisfactory conclusion–
to the parties engaged and the discourses and communities
of scholars we might assume they represent–coming
from our jumping into the fray. We choose to instead avail
ourselves of the queer practice of arguing to the side of
things (Burke & Greteman, 2022).
we approached demurred from contributing because they saw themselves as not having the requisite expertise related to sexuality education; while colleagues within sexuality education clearly did not share our desire to root around in sexual theology. This is not a completely untrodden path for contributors to the journal, there have been a handful of papers in Sex Education in this space; see for example Lisa Isherwood’s (2004) engagement with feminist liberation theology where she imagines ‘Sex education in a Christian context has the duty of encouraging passionate lovers and justice makers’ (282) through to Alireza Tabatabaie’s (2015) discussion of Islam and adolescent sexuality Islamic traditions in
which ‘adolescents are mature enough to distinguish between good and evil and to be liable before God for their religious duties’ (285). Contributors to the journal are keen to discuss religion – there have been no less than 463 articles in the journal that include this term, compared to the 12 (including the contributions to this special issue) – that directly
engage with and interrogate theology.
forward into the breach as teacher educators. Our hope is to make a few
things possible. The first is a reengagement with questions of sexuality and
religion in teacher education that neither begins with that which is legal
nor ends with that which is sacred, and thus untouchable. We use, by way
of illustration, a few suggestive anecdotes from our own scholarly experiences not as exemplars necessarily but rather as illustrations of possibility for the field which neither mark its limits nor trace its ultimate possibility. In some sense, we hope to write this conversation into existence and wish it so through our own successes and failures as teacher educators working to find ways to engage these particular risks educationally.
research posits, using work in postsecularism and particularly through
an historical, legal, and theological read of prophetic indictment and
the function of the jeremiad in educational policy, that the terms of
educational debate are rendered in a legal rather than a deliberative
discursive framework. This lends itself, then, to the creation of evil
others opposed to one’s own preferred policy prescriptions and renders
much of the discussion about and around the need for conversation
and comity moot. The authors propose attending to the function of evil
in education as well as positing an historical approach to thinking about
why we often can’t think differently about educational arguments.
measures in the name of “public safety”. Written texts provide a rich context in which to critique and better situate State policies within larger frameworks of discipline and control. States and bodies are inextricably connected to each other, and analyzing public policies help better contextualize these links specifically.
education curriculum(!)—that codified much of the subsequent Western
understanding of sexual impurity and sin.