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Y. Alice Chan" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/9369819/3697830/31438641/s200_w._y._alice.chan.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">W. Y. Alice Chan</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://mcgill.academia.edu/">McGill University</a>, <a class="u-tcGrayDarker" href="https://mcgill.academia.edu/Departments/Department_of_Integrated_Studies/Documents">Department of Integrated Studies</a>, <span class="u-tcGrayDarker">Alumnus</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="W. Y. 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data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">16</p></div></a><div class="js-mentions-count-container" style="display: none;"><a href="/WingYuAliceChan/mentions"><div class="stat-container"><p class="label">Mentions</p><p class="data"></p></div></a></div><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">Researching: 1. religious literacy (conceptions and pedagogical ways to teach it); 2. religious bullying (understanding it, how to address it in formal education, and how it relates to other content-based bullying); and, 3. prevent violent extremism (PVE) through education.<br /><span class="u-fw700">Supervisors: </span>Dr. Ratna Ghosh<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><p class="ds2-5-body-md-bold">Related Authors</p></div><ul class="suggested-user-card-list"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://mcgill.academia.edu/ErinReid"><img class="profile-avatar u-positionAbsolute" alt="Erin Reid" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/15749699/6468613/7315813/s200_erin.reid.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://mcgill.academia.edu/ErinReid">Erin Reid</a><p 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role="tab">all</a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Conference-Presentations" data-toggle="tab" href="#conferencepresentations" role="tab" title="Conference Presentations"><span>3</span> <span class="ds2-5-body-sm-bold">Conference Presentations</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" title="Papers"><span>63</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Blogs" data-toggle="tab" href="#blogs" role="tab" title="Blogs"><span>3</span> <span class="ds2-5-body-sm-bold">Blogs</span></a></li><li class="nav-chip" role="presentation"><a 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ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Conference Presentations" id="Conference Presentations"><h3 class="profile--tab_heading_container">Conference Presentations by W. Y. Alice Chan</h3></div><div class="js-work-strip profile--work_container" data-work-id="37542446"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37542446/Intersectionality_and_identity_politics_of_race_religion_and_class_in_Georgia_public_schools"><img alt="Research paper thumbnail of Intersectionality and identity politics of race, religion, and class in Georgia public schools" class="work-thumbnail" src="https://attachments.academia-assets.com/57517048/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37542446/Intersectionality_and_identity_politics_of_race_religion_and_class_in_Georgia_public_schools">Intersectionality and identity politics of race, religion, and class in Georgia public schools</a></div><div class="wp-workCard_item"><span>"Beyond White Normativity: Creating Brave Spaces" (Religious Education Association, Nov 2018)</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Intersectionality and identity politics of race, religion, and class in Georgia public schools In...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Intersectionality and identity politics of race, religion, and class in Georgia public schools In 2015, an US non-sectarian, non-partisan, non-profit initiated a new religious literacy project (hereafter " the Project ") in two Georgian public school districts. Now in its inaugural year of teacher training, the Project aims to foster religious literacy among teachers so that they are better informed and equipped to teach the current state standards that pertain to religion, as well as address religious discrimination, in line with the " rights, respect, and responsibilities " in the First Amendment. As evaluators of the Project, we notice three emerging themes that reflect the current tensions in the South, the US, and the world – the need to go beyond white normativity (to consider race), beyond Christian-Protestant normativity (to consider dominant religions in a secular state), and beyond the public school (to discuss class and resegregation). This presentation is an opportunity to discuss the three emerging themes and co-explore them in relation to the teaching of intersectionality and identity politics alongside presentation attendees.(<a href="https://religiouseducation.net/papers/rea2018-chan-lester.pdf" rel="nofollow">https://religiouseducation.net/papers/rea2018-chan-lester.pdf</a>)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a865c2516c95c069eef7a6aa299ea53d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57517048,"asset_id":37542446,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57517048/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37542446"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37542446"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37542446; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37542446]").text(description); $(".js-view-count[data-work-id=37542446]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37542446; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37542446']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a865c2516c95c069eef7a6aa299ea53d" } } $('.js-work-strip[data-work-id=37542446]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37542446,"title":"Intersectionality and identity politics of race, religion, and class in Georgia public schools","translated_title":"","metadata":{"abstract":"Intersectionality and identity politics of race, religion, and class in Georgia public schools In 2015, an US non-sectarian, non-partisan, non-profit initiated a new religious literacy project (hereafter \" the Project \") in two Georgian public school districts. 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Y. Alice Chan</h3></div><div class="js-work-strip profile--work_container" data-work-id="123327044"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/123327044/The_Relevancy_of_Religious_Literacy_in_Social_Studies_Curricula_Quebecs_CCQ_as_a_Case_Study"><img alt="Research paper thumbnail of The Relevancy of Religious Literacy in Social Studies Curricula: Quebec's CCQ as a Case Study" class="work-thumbnail" src="https://attachments.academia-assets.com/117784642/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/123327044/The_Relevancy_of_Religious_Literacy_in_Social_Studies_Curricula_Quebecs_CCQ_as_a_Case_Study">The Relevancy of Religious Literacy in Social Studies Curricula: Quebec's CCQ as a Case Study</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://mcgill.academia.edu/WingYuAliceChan">W. Y. Alice Chan</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SivaneHirsch2">Sivane Hirsch</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/HTiflati">Hicham Tiflati</a></span></div><div class="wp-workCard_item"><span>Religions</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article explores Quebec’s recent transition from the “Ethics and Religious Culture” (ERC) pr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article explores Quebec’s recent transition from the “Ethics and Religious Culture” (ERC) program to the “Culture and Citizenship in Quebec” (CCQ) program, emphasizing the role of religious literacy in secular societies. We investigate the rationale behind the shift, and examine the ERC’s focus on fostering understanding of diverse religious and ethical perspectives as well as CCQ’s broader mandate to integrate cultural and civic education and its aim at the development of a shared and common public Quebecois culture. The case study highlights the pedagogical and societal implications of this change, discussing how the CCQ program aims to enhance civic engagement, cultural awareness, and social cohesion. Furthermore, the article identifies opportunities for educators to address pressing global challenges, such as polarization, reconciliation, and the climate crisis, within the new curriculum framework. By promoting critical thinking, inclusivity, and active citizenship, fostering religious literacy in such programs presents a unique opportunity for educators and youth to contribute to a more resilient and harmonious society.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="09de5cfedaf95ee3ed0c73698e8c30ec" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117784642,"asset_id":123327044,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117784642/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="123327044"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="123327044"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 123327044; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=123327044]").text(description); $(".js-view-count[data-work-id=123327044]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 123327044; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='123327044']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "09de5cfedaf95ee3ed0c73698e8c30ec" } } $('.js-work-strip[data-work-id=123327044]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":123327044,"title":"The Relevancy of Religious Literacy in Social Studies Curricula: Quebec's CCQ as a Case Study","translated_title":"","metadata":{"doi":"10.3390/rel15091046","abstract":"This article explores Quebec’s recent transition from the “Ethics and Religious Culture” (ERC) program to the “Culture and Citizenship in Quebec” (CCQ) program, emphasizing the role of religious literacy in secular societies. 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This chapter discusses the potential of an intragenerational and intergenerational pattern in religious bullying, a possibility in all forms of bullying, and how it may be addressed despite the societal boundaries and institutional regulations that exist in a society. As a short-term solution, anti-bullying programmes respond to direct instances of bullying, but studies show that a number of them are counter-productive. 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As a short-term solution, anti-bullying programmes respond to direct instances of bullying, but studies show that a number of them are counter-productive. As an alternative means to prevent and address religious bullying, this chapter considers Quebec’s institutionalised Ethics and Religious Culture programme as a potentially long-term solution while raising the constraints posed by both Quebec’s conception of interculturalism and the course curriculum itself.","internal_url":"https://www.academia.edu/115931906/Averting_Intragenerational_and_Intergenerational_Religious_Bullying_in_Schools_and_in_Society_through_Religious_Literacy_Qu%C3%A9bec_as_a_Case_Study","translated_internal_url":"","created_at":"2024-03-07T11:53:28.998-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":9369819,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Averting_Intragenerational_and_Intergenerational_Religious_Bullying_in_Schools_and_in_Society_through_Religious_Literacy_Québec_as_a_Case_Study","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Bullying occurs around the world, but little is known about religious bullying—bullying that occurs based on one’s religious or non-religious identity. 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An expanded understanding also illustrates various intersections between religion and education that extend beyond religious or non-sectarian instruction, to include everything from the recognition and accommodation of religious student identities in K-12 public school settings, to the internationalization of religious higher education. Drawing on the Comparative and International Education Society’s Religion &amp; Education Special Interest Group’s programing and activities, this paper aims to present a brief summary of trends observed both in research and practice concerning religion and education among educators worldwide, and highlights the place of religion in our growing recognition of intersectionality, one that occurs between academics and the community.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115931901"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115931901"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115931901; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=115931901]").text(description); $(".js-view-count[data-work-id=115931901]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 115931901; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='115931901']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=115931901]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":115931901,"title":"The “R-Word” Today: Understanding Religion in Secular and Religious Formal and Non-Formal Educational Spaces","translated_title":"","metadata":{"abstract":"Discussion of religion and education continues to evoke conceptions of confessional teaching; however, research and educational practices in recent decades illustrate an expanded understanding that relates to the teaching of, about, and from religion across formal and non-formal educational spaces in secular and religious spheres. 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Drawing on the Comparative and International Education Society’s Religion \u0026amp; Education Special Interest Group’s programing and activities, this paper aims to present a brief summary of trends observed both in research and practice concerning religion and education among educators worldwide, and highlights the place of religion in our growing recognition of intersectionality, one that occurs between academics and the community.","internal_url":"https://www.academia.edu/115931901/The_R_Word_Today_Understanding_Religion_in_Secular_and_Religious_Formal_and_Non_Formal_Educational_Spaces","translated_internal_url":"","created_at":"2024-03-07T11:53:27.391-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":9369819,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"The_R_Word_Today_Understanding_Religion_in_Secular_and_Religious_Formal_and_Non_Formal_Educational_Spaces","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Discussion of religion and education continues to evoke conceptions of confessional teaching; however, research and educational practices in recent decades illustrate an expanded understanding that relates to the teaching of, about, and from religion across formal and non-formal educational spaces in secular and religious spheres. 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Alice Chan","url":"https://mcgill.academia.edu/WingYuAliceChan"},"attachments":[],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":28743,"name":"Comparative Education","url":"https://www.academia.edu/Documents/in/Comparative_Education"},{"id":320957,"name":"Formal Education","url":"https://www.academia.edu/Documents/in/Formal_Education"}],"urls":[{"id":40121978,"url":"https://www.emerald.com/insight/content/doi/10.1108/S1479-367920190000037004/full/xml"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="115931899"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/115931899/Religious_Literacy_in_Healthcare"><img alt="Research paper thumbnail of Religious Literacy in Healthcare" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/115931899/Religious_Literacy_in_Healthcare">Religious Literacy in Healthcare</a></div><div class="wp-workCard_item"><span>Religion &amp; Education</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstract This article continues an ongoing conversation about religious literacy in healthcare. I...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstract This article continues an ongoing conversation about religious literacy in healthcare. It presents a literature review and practitioner perspectives to bridge theory and praxis. Practitioners confirmed themes from literature and expressed the need for religious literacy for client-centred care and self-awareness, to remain neutral and aware of their own biases. Thus, we propose a PCSS Reflections Model to support practitioners’ self-awareness of the personal-cultural-structural-spiritual dimensions of themselves, their clients, profession, and society. On this basis, we argue for including skill-based religious literacy training in hospitals, universities, and colleges to instill an understanding of religious, spiritual, and non-religious clients in care.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115931899"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115931899"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115931899; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=115931899]").text(description); $(".js-view-count[data-work-id=115931899]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 115931899; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='115931899']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=115931899]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":115931899,"title":"Religious Literacy in Healthcare","translated_title":"","metadata":{"abstract":"Abstract This article continues an ongoing conversation about religious literacy in healthcare. It presents a literature review and practitioner perspectives to bridge theory and praxis. Practitioners confirmed themes from literature and expressed the need for religious literacy for client-centred care and self-awareness, to remain neutral and aware of their own biases. Thus, we propose a PCSS Reflections Model to support practitioners’ self-awareness of the personal-cultural-structural-spiritual dimensions of themselves, their clients, profession, and society. On this basis, we argue for including skill-based religious literacy training in hospitals, universities, and colleges to instill an understanding of religious, spiritual, and non-religious clients in care.","publisher":"Informa UK Limited","publication_name":"Religion \u0026amp; Education"},"translated_abstract":"Abstract This article continues an ongoing conversation about religious literacy in healthcare. It presents a literature review and practitioner perspectives to bridge theory and praxis. Practitioners confirmed themes from literature and expressed the need for religious literacy for client-centred care and self-awareness, to remain neutral and aware of their own biases. Thus, we propose a PCSS Reflections Model to support practitioners’ self-awareness of the personal-cultural-structural-spiritual dimensions of themselves, their clients, profession, and society. On this basis, we argue for including skill-based religious literacy training in hospitals, universities, and colleges to instill an understanding of religious, spiritual, and non-religious clients in care.","internal_url":"https://www.academia.edu/115931899/Religious_Literacy_in_Healthcare","translated_internal_url":"","created_at":"2024-03-07T11:53:25.847-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":9369819,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Religious_Literacy_in_Healthcare","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Abstract This article continues an ongoing conversation about religious literacy in healthcare. It presents a literature review and practitioner perspectives to bridge theory and praxis. 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Evaluating the Presence of Religious Literacy in Education, Nursing, and Social Work Professional Programs across Canada" class="work-thumbnail" src="https://attachments.academia-assets.com/112201533/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/115931898/Can_I_Keep_My_Religious_Identity_and_Be_a_Professional_Evaluating_the_Presence_of_Religious_Literacy_in_Education_Nursing_and_Social_Work_Professional_Programs_across_Canada">Can I Keep My Religious Identity and Be a Professional? Evaluating the Presence of Religious Literacy in Education, Nursing, and Social Work Professional Programs across Canada</a></div><div class="wp-workCard_item"><span>Education Sciences</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In much of the world, education, nursing, and social work are human-centred professions that aim ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In much of the world, education, nursing, and social work are human-centred professions that aim to engage with individuals holistically. Yet, how much of their training prepares them for this manifold reality? In this article, we provide an overview of three Canadian societal contexts, examine the literature on religious literacy in higher education and in the Canadian context, and study the professional programs of education, nursing, and social work offered in the top-ranked universities in the three largest English-speaking provinces in Canada. We describe the incorporation of the Calls to Action issued by the Truth and Reconciliation Commission of Canada and the limited evidence of religious literacy evident in the online information provided about the chosen programs and then argue that religious literacy is a necessary component of the university preparation programs for those entering these human-centred professions. Student requests for religious literacy workshops provided...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="14f5b43c7ddf52d870545bb29d31fc8c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":112201533,"asset_id":115931898,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/112201533/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115931898"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115931898"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115931898; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=115931898]").text(description); $(".js-view-count[data-work-id=115931898]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 115931898; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='115931898']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "14f5b43c7ddf52d870545bb29d31fc8c" } } $('.js-work-strip[data-work-id=115931898]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":115931898,"title":"Can I Keep My Religious Identity and Be a Professional? 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Now in its inaugural year of teacher training, the Project aims to foster religious literacy among teachers so that they are better informed and equipped to teach the current state standards that pertain to religion, as well as address religious discrimination, in line with the " rights, respect, and responsibilities " in the First Amendment. As evaluators of the Project, we notice three emerging themes that reflect the current tensions in the South, the US, and the world – the need to go beyond white normativity (to consider race), beyond Christian-Protestant normativity (to consider dominant religions in a secular state), and beyond the public school (to discuss class and resegregation). This presentation is an opportunity to discuss the three emerging themes and co-explore them in relation to the teaching of intersectionality and identity politics alongside presentation attendees.(<a href="https://religiouseducation.net/papers/rea2018-chan-lester.pdf" rel="nofollow">https://religiouseducation.net/papers/rea2018-chan-lester.pdf</a>)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a865c2516c95c069eef7a6aa299ea53d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57517048,"asset_id":37542446,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57517048/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37542446"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37542446"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37542446; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37542446]").text(description); $(".js-view-count[data-work-id=37542446]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37542446; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37542446']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a865c2516c95c069eef7a6aa299ea53d" } } $('.js-work-strip[data-work-id=37542446]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37542446,"title":"Intersectionality and identity politics of race, religion, and class in Georgia public schools","translated_title":"","metadata":{"abstract":"Intersectionality and identity politics of race, religion, and class in Georgia public schools In 2015, an US non-sectarian, non-partisan, non-profit initiated a new religious literacy project (hereafter \" the Project \") in two Georgian public school districts. 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Y. Alice Chan</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/SivaneHirsch2">Sivane Hirsch</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/HTiflati">Hicham Tiflati</a></span></div><div class="wp-workCard_item"><span>Religions</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article explores Quebec’s recent transition from the “Ethics and Religious Culture” (ERC) pr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article explores Quebec’s recent transition from the “Ethics and Religious Culture” (ERC) program to the “Culture and Citizenship in Quebec” (CCQ) program, emphasizing the role of religious literacy in secular societies. We investigate the rationale behind the shift, and examine the ERC’s focus on fostering understanding of diverse religious and ethical perspectives as well as CCQ’s broader mandate to integrate cultural and civic education and its aim at the development of a shared and common public Quebecois culture. The case study highlights the pedagogical and societal implications of this change, discussing how the CCQ program aims to enhance civic engagement, cultural awareness, and social cohesion. Furthermore, the article identifies opportunities for educators to address pressing global challenges, such as polarization, reconciliation, and the climate crisis, within the new curriculum framework. By promoting critical thinking, inclusivity, and active citizenship, fostering religious literacy in such programs presents a unique opportunity for educators and youth to contribute to a more resilient and harmonious society.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="09de5cfedaf95ee3ed0c73698e8c30ec" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117784642,"asset_id":123327044,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117784642/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="123327044"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="123327044"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 123327044; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=123327044]").text(description); $(".js-view-count[data-work-id=123327044]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 123327044; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='123327044']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "09de5cfedaf95ee3ed0c73698e8c30ec" } } $('.js-work-strip[data-work-id=123327044]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":123327044,"title":"The Relevancy of Religious Literacy in Social Studies Curricula: Quebec's CCQ as a Case Study","translated_title":"","metadata":{"doi":"10.3390/rel15091046","abstract":"This article explores Quebec’s recent transition from the “Ethics and Religious Culture” (ERC) program to the “Culture and Citizenship in Quebec” (CCQ) program, emphasizing the role of religious literacy in secular societies. 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This chapter discusses the potential of an intragenerational and intergenerational pattern in religious bullying, a possibility in all forms of bullying, and how it may be addressed despite the societal boundaries and institutional regulations that exist in a society. As a short-term solution, anti-bullying programmes respond to direct instances of bullying, but studies show that a number of them are counter-productive. As an alternative means to prevent and address religious bullying, this chapter considers Quebec’s institutionalised Ethics and Religious Culture programme as a potentially long-term solution while raising the constraints posed by both Quebec’s conception of interculturalism and the course curriculum itself.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115931906"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115931906"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115931906; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=115931906]").text(description); $(".js-view-count[data-work-id=115931906]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 115931906; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='115931906']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=115931906]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":115931906,"title":"Averting Intragenerational and Intergenerational Religious Bullying in Schools and in Society through Religious Literacy: Québec as a Case Study","translated_title":"","metadata":{"abstract":"Bullying occurs around the world, but little is known about religious bullying—bullying that occurs based on one’s religious or non-religious identity. 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An expanded understanding also illustrates various intersections between religion and education that extend beyond religious or non-sectarian instruction, to include everything from the recognition and accommodation of religious student identities in K-12 public school settings, to the internationalization of religious higher education. 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I...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstract This article continues an ongoing conversation about religious literacy in healthcare. It presents a literature review and practitioner perspectives to bridge theory and praxis. Practitioners confirmed themes from literature and expressed the need for religious literacy for client-centred care and self-awareness, to remain neutral and aware of their own biases. Thus, we propose a PCSS Reflections Model to support practitioners’ self-awareness of the personal-cultural-structural-spiritual dimensions of themselves, their clients, profession, and society. 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On this basis, we argue for including skill-based religious literacy training in hospitals, universities, and colleges to instill an understanding of religious, spiritual, and non-religious clients in care.","internal_url":"https://www.academia.edu/115931899/Religious_Literacy_in_Healthcare","translated_internal_url":"","created_at":"2024-03-07T11:53:25.847-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":9369819,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Religious_Literacy_in_Healthcare","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Abstract This article continues an ongoing conversation about religious literacy in healthcare. It presents a literature review and practitioner perspectives to bridge theory and praxis. Practitioners confirmed themes from literature and expressed the need for religious literacy for client-centred care and self-awareness, to remain neutral and aware of their own biases. Thus, we propose a PCSS Reflections Model to support practitioners’ self-awareness of the personal-cultural-structural-spiritual dimensions of themselves, their clients, profession, and society. On this basis, we argue for including skill-based religious literacy training in hospitals, universities, and colleges to instill an understanding of religious, spiritual, and non-religious clients in care.","owner":{"id":9369819,"first_name":"W. Y. Alice","middle_initials":null,"last_name":"Chan","page_name":"WingYuAliceChan","domain_name":"mcgill","created_at":"2014-02-21T09:10:49.527-08:00","display_name":"W. Y. Alice Chan","url":"https://mcgill.academia.edu/WingYuAliceChan"},"attachments":[],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy"},{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis"},{"id":4441,"name":"Health Care","url":"https://www.academia.edu/Documents/in/Health_Care"},{"id":24342,"name":"Conversation","url":"https://www.academia.edu/Documents/in/Conversation"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"},{"id":560312,"name":"Religion Education","url":"https://www.academia.edu/Documents/in/Religion_Education"}],"urls":[{"id":40121977,"url":"https://www.tandfonline.com/doi/pdf/10.1080/15507394.2021.1889453"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="115931898"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/115931898/Can_I_Keep_My_Religious_Identity_and_Be_a_Professional_Evaluating_the_Presence_of_Religious_Literacy_in_Education_Nursing_and_Social_Work_Professional_Programs_across_Canada"><img alt="Research paper thumbnail of Can I Keep My Religious Identity and Be a Professional? Evaluating the Presence of Religious Literacy in Education, Nursing, and Social Work Professional Programs across Canada" class="work-thumbnail" src="https://attachments.academia-assets.com/112201533/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/115931898/Can_I_Keep_My_Religious_Identity_and_Be_a_Professional_Evaluating_the_Presence_of_Religious_Literacy_in_Education_Nursing_and_Social_Work_Professional_Programs_across_Canada">Can I Keep My Religious Identity and Be a Professional? Evaluating the Presence of Religious Literacy in Education, Nursing, and Social Work Professional Programs across Canada</a></div><div class="wp-workCard_item"><span>Education Sciences</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In much of the world, education, nursing, and social work are human-centred professions that aim ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In much of the world, education, nursing, and social work are human-centred professions that aim to engage with individuals holistically. Yet, how much of their training prepares them for this manifold reality? In this article, we provide an overview of three Canadian societal contexts, examine the literature on religious literacy in higher education and in the Canadian context, and study the professional programs of education, nursing, and social work offered in the top-ranked universities in the three largest English-speaking provinces in Canada. We describe the incorporation of the Calls to Action issued by the Truth and Reconciliation Commission of Canada and the limited evidence of religious literacy evident in the online information provided about the chosen programs and then argue that religious literacy is a necessary component of the university preparation programs for those entering these human-centred professions. Student requests for religious literacy workshops provided...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="14f5b43c7ddf52d870545bb29d31fc8c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":112201533,"asset_id":115931898,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/112201533/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115931898"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115931898"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115931898; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=115931898]").text(description); $(".js-view-count[data-work-id=115931898]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 115931898; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='115931898']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "14f5b43c7ddf52d870545bb29d31fc8c" } } $('.js-work-strip[data-work-id=115931898]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":115931898,"title":"Can I Keep My Religious Identity and Be a Professional? 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We describe the incorporation of the Calls to Action issued by the Truth and Reconciliation Commission of Canada and the limited evidence of religious literacy evident in the online information provided about the chosen programs and then argue that religious literacy is a necessary component of the university preparation programs for those entering these human-centred professions. Student requests for religious literacy workshops provided...","publisher":"MDPI AG","publication_name":"Education Sciences"},"translated_abstract":"In much of the world, education, nursing, and social work are human-centred professions that aim to engage with individuals holistically. Yet, how much of their training prepares them for this manifold reality? 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="115931897"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/115931897/The_Georgia_3Rs_Program"><img alt="Research paper thumbnail of The Georgia 3Rs Program" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/115931897/The_Georgia_3Rs_Program">The Georgia 3Rs Program</a></div><div class="wp-workCard_item"><span>Equipping Educators to Teach Religious Literacy</span><span>, 2022</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115931897"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115931897"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115931897; 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An expanded understanding also illustrates various intersections between religion and education that extend beyond religious or non-sectarian instruction, to include everything from the recognition and accommodation of religious student identities in K-12 public school settings, to the internationalization of religious higher education. Drawing on the Comparative and International Education Society's Religion & Education Special Interest Group's programming and activities, this paper presents a brief summary of trends we observe both in research and practice concerning religion and education among educators worldwide, and highlights the place of religion in our growing recognition of intersectionality, one that occurs between academics and the community.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="58d88d08e8bc3c11500dff04ae9a9908" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60626363,"asset_id":40377110,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60626363/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40377110"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40377110"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40377110; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40377110]").text(description); $(".js-view-count[data-work-id=40377110]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40377110; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40377110']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "58d88d08e8bc3c11500dff04ae9a9908" } } $('.js-work-strip[data-work-id=40377110]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40377110,"title":"Chapter 3 - THE 'R-WORD' TODAY: UNDERSTANDING RELIGION IN SECULAR AND RELIGIOUS FORMAL AND NON-FORMAL EDUCATIONAL SPACES","translated_title":"","metadata":{"doi":"10.1108/S1479-367920190000037004","abstract":"(Uploaded manuscript is final draft, submitted on Sept 2018)\n\nDiscussion of religion and education continues to evoke conceptions of confessional teaching; however, research and educational practices in recent decades illustrate an expanded understanding that relates to the teaching of, about, and from religion across formal and non-formal educational spaces in secular and religious spheres. 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Y. Alice Chan</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KennethPrimrose">Kenneth Primrose</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://vubirelec.academia.edu/RRios">Raul Rios</a></span></div><div class="wp-workCard_item"><span>UNESCO MGIEP and the Australian Government</span><span>, 2017</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1ce1319aafadf284d4a069e9a4c58b3b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55651452,"asset_id":35501745,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55651452/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35501745"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35501745"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35501745; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35501745]").text(description); $(".js-view-count[data-work-id=35501745]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35501745; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35501745']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1ce1319aafadf284d4a069e9a4c58b3b" } } $('.js-work-strip[data-work-id=35501745]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35501745,"title":"#YouthWagingPeace - UNESCO MGIEP Youth-led Guide on Prevention of Violent Extremism through Education","translated_title":"","metadata":{"ai_abstract":"The paper examines the transformative journey of a former violent extremist who reflects on his past involvement in hate groups and the factors that contributed to his radicalization. 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In...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">"Religious education for plural societies: the selected works of Robert Jackson, 1st edition." 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