Abstract
In an era of global complexity, religious education exists at the intersection of knowledge production, intercultural leadership, and political tension. This paper examines how universities navigate the politics of religious knowledge, focusing on interfaith pedagogy, faculty anxieties, and student engagement in a globalized educational setting. As a pre-doctoral fellow at Georgetown University’s Qatar campus, I investigate how majority-Muslim students engage with Jewish, Christian, and Islamic texts while grappling with geopolitical, cultural, and theological tensions. Drawing from my course, Bodies on the Margins in Abrahamic Religious Texts and Contexts, I explore how adaptive pedagogies—comparative theology, game-based learning, and religious deidentification—reshape interreligious education amid institutional constraints. A key paradox emerges: while faculty exercise caution in addressing controversial religious topics, students seek deeper engagement with identity-laden religious questions, challenging traditional top-down models of knowledge dissemination. By analyzing classroom discussions, faculty strategies, and student responses, this study reveals how universities function as sites of religious knowledge negotiation in an era where religion remains a powerful but contested force. Ultimately, this research contributes to broader conversations on intercultural leadership, the evolving role of religious studies, and the politics of knowledge in higher education.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Organizations as Knowledge Makers
KEYWORDS
Knowledge Pedagogy, Adaptive Pedagogies, Comparative Theology, Game-Based Learning, Religion
