{"id":{"repo_id":"ohiolink","oai_identifier":"oai:etd.ohiolink.edu:osu1366018839"},"canonical_url":"https://search.dev.ndltd.org/etd/ohiolink/oai:etd.ohiolink.edu:osu1366018839","repository":{"repo_id":"ohiolink","name":"OhioLINK","base_url":"https://etd.ohiolink.edu/acprod/odb_etd/ws/oai/oai"},"display":{"title":"Christian Literature and Social Justice: A Literary Analysis","abstract":"The problem confronted in this study is that preexisting beliefs will influence both what an individual gains from the teacher education experience and what will be transferred into future classroom practice (Villegas, 2007). Social justice education frequently meets with resistance (Conklin, 2008; van Gorder, 2007; Villegas, 2007), and resistance to social justice is frequently attributed to Christian morality (Haidt & Graham, 2007). The purpose of this study is to examine the role of Christian literature in the development of social justice epistemologies among teachers. The study, utilizing both Critical Discourse Analysis (CDA) and Evaluation Coefficient (ECO) analysis, seeks to fulfill the purpose of the study by examining the role of Christian literature in the development of social justice epistemologies among teachers by analyzing the best-selling selections at bookstores associated with two mega churches, those with at least 2000 weekly attendants (Beer, 2009), in central Ohio. The data from this study does not reveal a link between resistance to social justice education and Christian literature; however, it does align with literature in social justice scholarship that can provide insight for teacher educators. In addition, the data from this study indicates additional areas in which resistance may be encountered, namely religious diversity and critical lenses.","abstract_html":"The problem confronted in this study is that preexisting beliefs will influence both what an individual gains from the teacher education experience and what will be transferred into future classroom practice (Villegas, 2007). Social justice education frequently meets with resistance (Conklin, 2008; van Gorder, 2007; Villegas, 2007), and resistance to social justice is frequently attributed to Christian morality (Haidt & Graham, 2007). The purpose of this study is to examine the role of Christian literature in the development of social justice epistemologies among teachers. The study, utilizing both Critical Discourse Analysis (CDA) and Evaluation Coefficient (ECO) analysis, seeks to fulfill the purpose of the study by examining the role of Christian literature in the development of social justice epistemologies among teachers by analyzing the best-selling selections at bookstores associated with two mega churches, those with at least 2000 weekly attendants (Beer, 2009), in central Ohio. The data from this study does not reveal a link between resistance to social justice education and Christian literature; however, it does align with literature in social justice scholarship that can provide insight for teacher educators. In addition, the data from this study indicates additional areas in which resistance may be encountered, namely religious diversity and critical lenses.","abstract_has_math":false,"creators":["Lynskey, Angela Cartwright"],"institution":"The Ohio State University","degree_name":"Doctor of Philosophy","degree_level":"doctoral","degree_discipline":"EDU Teaching and Learning","degree_department":null,"school":null,"contributors":["Tyson, Cynthia"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-07-23","date_published":"2013-07-23","updated_at":"2026-07-24T03:37:31Z","subjects":["Education"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. 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The study, utilizing both Critical Discourse Analysis (CDA) and Evaluation Coefficient (ECO) analysis, seeks to fulfill the purpose of the study by examining the role of Christian literature in the development of social justice epistemologies among teachers by analyzing the best-selling selections at bookstores associated with two mega churches, those with at least 2000 weekly attendants (Beer, 2009), in central Ohio. The data from this study does not reveal a link between resistance to social justice education and Christian literature; however, it does align with literature in social justice scholarship that can provide insight for teacher educators. In addition, the data from this study indicates additional areas in which resistance may be encountered, namely religious diversity and critical lenses."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf","p.253","1.37 MB"]},{"key":"dc:title","label":"Title","values":["Christian Literature and Social Justice: A Literary Analysis"]}]}],"canonical_facts":{"dc:contributor":["Tyson, Cynthia"],"dc:creator":["Lynskey, Angela Cartwright"],"dc:date":["2013-07-23"],"dc:description":["The problem confronted in this study is that preexisting beliefs will influence both what an individual gains from the teacher education experience and what will be transferred into future classroom practice (Villegas, 2007). Social justice education frequently meets with resistance (Conklin, 2008; van Gorder, 2007; Villegas, 2007), and resistance to social justice is frequently attributed to Christian morality (Haidt & Graham, 2007). The purpose of this study is to examine the role of Christian literature in the development of social justice epistemologies among teachers. The study, utilizing both Critical Discourse Analysis (CDA) and Evaluation Coefficient (ECO) analysis, seeks to fulfill the purpose of the study by examining the role of Christian literature in the development of social justice epistemologies among teachers by analyzing the best-selling selections at bookstores associated with two mega churches, those with at least 2000 weekly attendants (Beer, 2009), in central Ohio. The data from this study does not reveal a link between resistance to social justice education and Christian literature; however, it does align with literature in social justice scholarship that can provide insight for teacher educators. In addition, the data from this study indicates additional areas in which resistance may be encountered, namely religious diversity and critical lenses."],"dc:format":["application/pdf","p.253","1.37 MB"],"dc:identifier":["http://rave.ohiolink.edu/etdc/view?acc_num=osu1366018839"],"dc:language":["English"],"dc:publisher":["The Ohio State University / OhioLINK"],"dc:rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."],"dc:subject":["Education"],"dc:title":["Christian Literature and Social Justice: A Literary Analysis"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["EDU Teaching and Learning"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["The Ohio State University"]},"updated_at":"2026-07-24T03:37:31Z"}