Teaching Sexuality and Religion in Higher Education: Embodied Learning, Trauma Sensitive Pedagogy, and Perspective Transformation, co-edited by Darryl W. Stephens and Kate Ott. New York: Routledge, 2020. https://doi.org/10.4324/9780429327162.
Featured publication on the American Academy of Religion website for May 2020.
Combining insights from trauma studies, embodiment, and sexuality education, this volume offers a deeply grounded approach to teaching sexuality and religion in colleges, universities, and seminaries. Jewish, Muslim, and Christian contributors present pedagogy and classroom strategies appropriate for secular and religious institutional contexts. The Routledge Research in Religion and Education series aims at advancing public understanding and dialogue on issues at the intersections of religion and education.
Darryl W. Stephens is Director of the Pennsylvania Academy of Ministry and Director of United Methodist Studies at Lancaster Theological Seminary, USA.
Kate Ott is Associate Professor of Christian Social Ethics and University Scholar in Everyday Ethics at Drew University, USA. http://kateott.org/
Contributors include Michelle Mary Lelwica, Stephanie M. Crumpton, Keun-joo Christine Pae, Amy L. Defibaugh, Brett Krutzsch, Amanullah De Sondy, Thelathia “Nikki” Young, Michelle McGowan, Michal Raucher, Carrie Doehring, Rubén Arjona, Mychal Springer, Boyung Lee, and Patricia Beattie Jung. For Table of Contents, see https://doi.org/10.4324/9780429327162.
Praise from the Wabash Center for Teaching and Learning
Earlier portions of this research were published in a special journal issue addressing sexuality, co-curated by Darryl W. Stephens and Kate Ott.
We are proud to be publishing this special themed issue about addressing issues of sexuality in theological and religious studies classrooms. . . . We are thrilled to be offering it to our readers here, and deeply grateful to Darryl Stephens and Kate Ott for their energy and commitment to making this happen.Thomas Pearson, Editor, Teaching Theology & Religion 20, no. 2 (April 2017): 104–5.
The pedagogical lessons in this volume are much broader than the specific topic of how to address issues of sexuality in the classroom. . . . The specific topic of addressing sexuality in the classroom helps further our pedagogical thinking about such universal issues as embodiment, the experiential component of classroom learning, and the performative aspects of both teaching and learning.
Darryl W. Stephens, “Trauma-Informed Pedagogy for the Religious and Theological Higher Education Classroom.” Special issue Reflecting on the Possibilities of Religious Education Research. Religions 11, no. 9 (2020): 449. doi:10.3390/rel11090449.
Kate Ott and Darryl W. Stephens, “Embodied Learning: Teaching Sexuality and Religion to a Changing Student Body,” Teaching Theology & Religion 20:2 (April 2017): 106–16. https://doi.org/10.1111/teth.12373.
Darryl W. Stephens, “Teaching about Teaching Sexuality and Religion,” Teaching Theology & Religion 20:2 (April 2017): 189–99. https://doi.org/10.1111/teth.12386.
Darryl W. Stephens and Patricia Beattie Jung, “A Comprehensive, Holistic, and Integrated Approach to Professional Sexual Ethics in Theological Education,” Theological Education 50:1 (2015): 53–68.
Darryl W. Stephens, “Teaching Professional Sexual Ethics Across the Seminary Curriculum,” Religious Education 108:2 (2013): 193–209. https://doi.org/10.1080/00344087.2013.767708.
Portions of this research were made possible through a grant from the Wabash Center for Teaching and Learning, 2015.