"It Put Me in a Really Uncomfortable Situation": A Need for Critically Conscious Educators in Interworldview Efforts. Issue 2 (3rd April 2019)

• Record Type: Journal Article
• Authors: Armstrong, Amanda
• Is Part Of: Journal of college and character. Volume 20:Issue 2(2019)
• Page Start: 172
• Page End: 179
• Publication Date: 2019-04-03
• Subjects: Education, Higher -- Social aspects -- United States -- Periodicals; Education, Higher -- Aims and objectives -- United States -- Periodicals; Citizenship -- Study and teaching (Higher) -- Periodicals; 378.015
• DOI: 10.1080/2194587X.2019.1591287
• Languages: English
• ISSNs: 2194-587X

Abstract

Abstract: College students are majoritized and minoritized through micro- and macro-level inequities because of their varied and multiple worldview identities (e.g., [non]religious and spiritual). Ongoing interfaith efforts in higher education prove to be both beneficial, promoting interworldview engagement, and challenging, sometimes further marginalizing religiously minoritized students. In this article, I explore how educators, and their own capacities to support students' worldviews and think, act, and respond in critically conscious ways, influenced how some students experienced worldview inequities at one four-year institution. Findings suggest that institutional efforts for promoting interworldview engagement among students should focus much more on educators' awareness of worldview differences.