Teaching Religion Unit

The Teaching Religion Unit critically examines pedagogical theory and practice. We particularly value proposals that combine scholarship of teaching and learning *and* innovative teaching practices. We invite both individual paper proposals as well as proposals for fully-developed roundtables or sessions. For 2025, paper and panel proposals that address the following themes are especially welcome:

“Teaching Religion and Genocide in the Current Era”

Co-sponsored with the Religion, Holocaust, and Genocide Unit, we seek proposals for a session that addresses the challenges associated with teaching religion and genocide in the current political climate. Topics may include, but are not limited to: 

• diverging scholarly, political, and popular uses of the term “genocide” (as applicable in the classroom); 
• teaching genocide in politically polarized classrooms;
• the challenges and opportunities of teaching genocide prevention in partnership with community organizations or nonprofits.

“Academic Freedom and Freedom of Expression in the Religious Studies Classroom”

For a possible co-sponsorship with the Religion and Human Rights Program Unit and the Religion and Public Schools: International Perspectives Unit, we invite papers that explore the topic of “academic freedom and freedom of expression.” For this co-sponsorship, proposals that are grounded in scholarship of teaching and learning are particularly desired. Topics may include, but are not limited to:

• the relationship between an instructor’s academic freedom and their teaching obligations; 

• strategies for utilizing religious studies materials for teaching about contentious topics; 

• strategies for supporting the academic freedom and free speech rights of students; 

• explorations of attacks on academic freedom at the hands of political administrations; 

• academic freedom and campus protest.

“Digital Games/Gaming in the Religious Studies Classroom”

The Religion, Media, and Culture Unit and Teaching Religion Unit welcome presentations on and/or demonstrations of innovative teaching methods and styles using various digital platforms with a particular focus on games/gaming in the religious studies classroom. We hope to facilitate discussions that evaluate any obstacles that arise when teaching said media in the classroom. Potential concerns include accessibility in terms of cost, skill, and socialization; relevancy and/or triviality; assignment of relevant scholarship; and evaluation of experiential learning. What new possibilities, for instance, are presented in the study and teaching of games in religious studies? How do we begin to recognize “religion” or the “religious” imaginary in games and other media?

“Creative Approaches to Teaching Sikhi through a Decolonial Frame" 

The Sikh Studies Unit, Teaching Religion Unit, and Transformative Scholarship and Pedagogy Unit invite scholars, educators, activists, and community leaders to submit papers for a possible co-sponsored panel on "Creative Approaches to Teaching Sikhi through a Decolonial Frame." This panel aims to explore innovative and transformative methods for teaching Sikh history, philosophy, and practices by challenging colonial narratives and embracing decolonial perspectives. We seek contributions that highlight creative pedagogical strategies, curriculum development, and community engagement that centre Sikh voices and experiences, fostering a more inclusive and accurate understanding of Sikhi. We welcome papers that address, but are not limited to, the following themes and topics: a) Decolonising Sikh History and Narratives, b) Innovative Pedagogical Strategies, c) Curriculum Development, d) Community Engagement and Empowerment. 

“Teaching Tactics”

The Teaching Religion Unit regularly hosts an annual session on “Teaching Tactics,” which features lightning-round presentations (5-7 minutes total) of a specific teaching technique, assignment, etc., followed by discussion. This year we are particularly interested in presentations that not only describe a teaching tactic, but may: demonstrate an actual lesson; model engaged, interactive, and experiential pedagogy; and/or are accompanied by a printed or digital resource for audience members.

General Call

We invite proposals for individual papers and panel sessions that join innovative teaching practice with the scholarship of teaching and learning. Of particular interest this year are papers that might include teaching with/about AI (artificial intelligence), affect in teaching religion, new approaches to assessment, and new models for co-teaching across disciplines. Preference will be given to presentation formats that model engaged, interactive, and experiential pedagogy.