[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597826-105":59,"doc-detail-597826-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-cea-forum-winterspring-2008-silenced-by-religion-reflections-on-situations-from-college-english","The CEA Forum - Winter/Spring 2008 - SILENCED BY RELIGION: REFLECTIONS ON SITUATIONS FROM COLLEGE ENGLISH","","A study of how religious identities can become marginalized inside college writing classrooms, focusing on a specific Christian denomination among students at a public university. The piece examines why students may refrain from speaking, how inclusion efforts can still create moments of conflict, and how instructors struggle to respond to silence. Through a first-semester teaching example with a student essay about the Book of Mormon, the article shows how misunderstanding and feedback can affect students’ sense of belonging and the effectiveness of inclusive pedagogy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-cea-forum-winterspring-2008-silenced-by-religion-reflections-on-situations-from-college-english/597826/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-cea-forum-winterspring-2008-silenced-by-religion-reflections-on-situations-from-college-english/597826.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article argue about inclusive writing classrooms and religiously identified students?","Question",{"text":112,"@type":113},"It argues that even when classrooms are designed for inclusivity, students with strong religious identities may resist or complicate those expectations, especially when they anticipate negative responses.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why do many students in the author’s university remain silent about their religion?",{"text":117,"@type":113},"Many avoid declaring religious belonging in class because they expect marginalization; at the same time, the silence extends beyond religion to issues governed by church rules or topics like sexuality, gender, and political-social controversies.",{"name":119,"@type":110,"acceptedAnswer":120},"What happened in Situation One involving Anne’s literacy assignment?",{"text":121,"@type":113},"Anne asked to write about the Book of Mormon, but the resulting essay focused on faith rather than literacy; the instructor made uninformed comments, and Anne later expressed feeling betrayed and judged by public education.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597826,1792360440,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":44},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The CEA Forum  \nWinter/Spring 2008: 37.1  \nNext: New Voices  \nSILENCED BY RELIGION:  \nREFLECTIONS ON SITUATIONS FROM COLLEGE ENGLISH  \nMargaret E. Johnson  \nThe social constructivist and cultural studies bent of so many writing and rhetoric classes emphasizes inclusivity, encouraging our students to share their ideas and to broaden their understanding of a range of cultural concerns. Most often, the students we strive to include are those from ethnic subcultures that have been historically marginalized, and our work as instructors assists in the creation of more progressive learning experiences.“Seeing the classroom always as a communal place enhances the likelihood of collective effort in creating and sustaining a learning community,”argues bell hooks (8) . What happens, however, when the population that is in need of voice is one that sometimes resists our diverse, inclusive tendencies?  \nAbout 50% of the student population at the public university where I work are members of the same religion—a specific Christian denomination. Many students from this particular religious group who attend our university often assume that instructors and other students might have a negative response to their particular religious beliefs, due mainly to their understanding (or misunderstanding) of academic expectations. Conscious of the marginalization of their beliefs in the larger academic world, these students usually refrain from making comments in class that would indicate their particular religious orientation. In her discussion of group identities in writing groups, Teresa Bruckner points out,“Students or newcomers to professional practices are entering writing situations where identities are already set and into which they must fit themselves, and negotiating group identity may be difficult or unavailable. Fitting in can be a lengthy and frustrating task“(Bruckner) . Working to develop a serious academic identity is difficult for all students, but when students with strong religious identities work to alter their public identity for the college classroom, the process of identity formation becomes particularly challenging.  \nWhat challenges instructors, though, is working with students whose identities are in flux, who are learning how much to share about themselves and how much to hold back. In encouraging our students to share their personal experiences, including religious ones, in classroom contexts—through discussion and writing—it seems we are potentially achieving the free and open participation of each student and the validation of each student's experience and beliefs, though atthe same time placing students in moments of potential conflict or discomfort. In this article, I discuss the effects of this conflict on our students, both those who subscribe to a common religion and those who do not, and on their work in class, and I will address the challenges of developing an effective inclusive classroom within such an academic environment. Though some of the circumstances I share in this article may be specific to my university, the issues they raise are relevant to any academic institution located where a large part of the population belongs to a common religious organization.  \nSituation One  \nDuring my first semester teaching at my current university, I taught a freshman composition course. One of several assignments asked students to write about how a particular piece or type of writing affected the development of their literacy. One LDS student—let's call her Anne—asked me if she could write about the effect of the Book of Mormon. Itold her that she was welcome to use that text, but reminded her to keep focused on the assignment requirements. This student, losing sight of the purpose of the essay—a literacy narrative—wrote about her faith and her beliefs, not about literacy. Because I was unfamiliar with the beliefs of her faith, I made some embarrassingly silly comments. For example, when she first mentioned Moroni, I asked h","cbCaiaa06TaslYvZ","https://ap.wps.com/l/cbCaiaa06TaslYvZ","pdf",41083,"English","# SILENCED BY RELIGION: REFLECTIONS ON SITUATIONS FROM COLLEGE ENGLISH\n## Next: New Voices\n## Situation One","[{\"question\":\"What does the article argue about inclusive writing classrooms and religiously identified students?\",\"answer\":\"It argues that even when classrooms are designed for inclusivity, students with strong religious identities may resist or complicate those expectations, especially when they anticipate negative responses.\"},{\"question\":\"Why do many students in the author’s university remain silent about their religion?\",\"answer\":\"Many avoid declaring religious belonging in class because they expect marginalization; at the same time, the silence extends beyond religion to issues governed by church rules or topics like sexuality, gender, and political-social controversies.\"},{\"question\":\"What happened in Situation One involving Anne’s literacy assignment?\",\"answer\":\"Anne asked to write about the Book of Mormon, but the resulting essay focused on faith rather than literacy; the instructor made uninformed comments, and Anne later expressed feeling betrayed and judged by public education.\"}]","The CEA Forum - Winter/Spring 2008 - SILENCED BY RELIGION: REFLECTIONS ON SITUATIONS FROM COLLEGE ENGLISH | PDF",1792085778]