How Can Ethnoreligious Nationalism Be Disrupted Through Curriculum Innovation? Innovating Reformed Christian Elementary Writing Curriculum

• In Event: Exploring (Ethno)Religious Truths in Curriculum Studies: A Dialogue Across Global Perspectives

Abstract

Purpose
Although White Christian Nationalism (WCN) has been building since the inception of the US, it remains a constant and growing threat to our democracy that is playing out in public and private schools (Gorski & Perry, 2022: Stewart, 2019). Due to the faith-based and parent-controlled nature of Reformed Christian schools, (potential) entanglement of WCN and school curriculum is growing.

This paper focuses on third grade teacher Ms. Davis and a powerful pedagogy, exemplifying how WCN can be disrupted within a particular Reformed Christian schooling context. Ms.Davis’ identity as a Black woman growing up and teaching in predominantly White Reformed Christian schools shapes her voice (Delgado & Stefancic, 2017). Specifically, this paper looks at one literacy practice, an intentional letter writing relationship between students and her incarcerated uncle. Additionally, through purposeful text selection, guided dialogue, and a variety of curricular materials (including Christian scriptures), she expands students' perceptions of justice, incarceration, and race. As the 2022 AERA call suggests, Ms. Davis is co-constructing new narratives that weave together literacy, justice, and religious discourses that potentially disrupt WCN, pushing students to see others’ truths beyond their predominantly white contexts.

Theoretical Framework
WCN asserts a particular definition of freedom, order, and violence. Particularly salient for this paper is the maintenance of a racial hierarchy (Gorski & Perry, 2022) that this paper, and the work of Ms. Davis, seeks to push against. The paper frames the literate practice and pedagogy in Ms. Davis’ classroom, in relation to biblicism (Juzwik, 2014), further situating her work in relation to historian Jemar Tisby’s (2019, 2021) call urging (Reformed) Christianity to include Black culture and connection to the church.

Modes of Inquiry
Transcripts from classroom observations, children’s literature, letters to and from Uncle Billy, and scriptural verses referenced in these letters provide the data informing this study. Part analytical essay, part case study, this paper describes and interprets Ms. Davis’ curricular and pedagogical decisions through the frameworks of WCN and biblicism.

Substantiated Conclusions and Scholarly Significance
If teachers, especially those in Reformed Christian schools are to push against WCN, they need to not only understand the history and beliefs of WCN, but also its current influence in Christian education. More importantly, and what the scope of this paper intends to do is provide examples of a teacher and pedagogy that disrupts the WCN narratives. First, Ms. Davis employs a pedagogy focused on dialogue and relationships. Using letter writing to an incarcerated family member serves as a basis for a mutual learning experience where both parties value and learn from one another. By focusing on relationships, she minimizes the “us” vs. “them” belief which is engrained in WCN (Gorski & Perry, 2022). Second, the intentional inclusion of Black voices in topics of policing and incarceration broadens students' understanding and perspectives. Third, Ms. Davis provides a model for integrated literacy learning. Drawing connections to texts, genre writing, and thoughtful discussion are modes of rich literacy learning. Fourth, Ms. Davis’ framing of biblicism counters the ethnoreligious discourses of WCN.

Author

• Rebecca L. Witte, Michigan State University
  Presenting Author