{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/81488"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/81488","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Educational Experiences of Evangelical College Students: An Ethnography of Pedagogy, Literacy and Learning","abstract":"\"Undergraduates are often labeled by their teachers in the social sciences and humanities as \"\"conservative,\"\" especially if these students express orthodox religious beliefs. This study investigates a community of religiously orthodox undergraduates, members of InterVarsity Christian Fellowship, and the InterVarsity staff members who serve as their teachers at a month-long leadership school. This study investigates the pedagogies practiced at the leadership school and compares them with pedagogies InterVarsity students experience within the academy. Based on these investigations, this study argues that InterVarsity helps students integrate and hybridize the supposedly polarized worldviews of the academy and the evangelical community. It concludes by suggesting that both evangelicals and academics would do well to engage student texts that fall outside the normal discourse of the community.\"","abstract_html":""Undergraduates are often labeled by their teachers in the social sciences and humanities as ""conservative,"" especially if these students express orthodox religious beliefs. This study investigates a community of religiously orthodox undergraduates, members of InterVarsity Christian Fellowship, and the InterVarsity staff members who serve as their teachers at a month-long leadership school. This study investigates the pedagogies practiced at the leadership school and compares them with pedagogies InterVarsity students experience within the academy. Based on these investigations, this study argues that InterVarsity helps students integrate and hybridize the supposedly polarized worldviews of the academy and the evangelical community. It concludes by suggesting that both evangelicals and academics would do well to engage student texts that fall outside the normal discourse of the community."","abstract_has_math":false,"creators":["Ose, Kerry Lynn"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"English","degree_department":null,"school":null,"contributors":["Colomb, Gregory"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T20:15:40Z","date_published":"2015-09-25T20:15:40Z","updated_at":"2026-07-22T22:26:16Z","subjects":["Education, Sociology of"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9904553"],"render_values":[{"text":"(MiAaPQ)AAI9904553","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/81488","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Colomb, Gregory"]},{"key":"dc:creator","label":"Author","values":["Ose, Kerry Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T20:15:40Z","10000-01-01","1998"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Sociology of"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/81488","(MiAaPQ)AAI9904553"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"Undergraduates are often labeled by their teachers in the social sciences and humanities as \"\"conservative,\"\" especially if these students express orthodox religious beliefs. 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This study investigates a community of religiously orthodox undergraduates, members of InterVarsity Christian Fellowship, and the InterVarsity staff members who serve as their teachers at a month-long leadership school. This study investigates the pedagogies practiced at the leadership school and compares them with pedagogies InterVarsity students experience within the academy. Based on these investigations, this study argues that InterVarsity helps students integrate and hybridize the supposedly polarized worldviews of the academy and the evangelical community. It concludes by suggesting that both evangelicals and academics would do well to engage student texts that fall outside the normal discourse of the community.\"","Made available in DSpace on 2015-09-25T20:15:40Z (GMT). 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