Stories of Vocation: Education for Vocational Discernment

Women's stories often have unplanned vocational twists. In oral histories with thirty-four women from diverse contexts, Moore discovers the power of narration to reveal and shape women's vocational journeys. Analysis uncovers qualities of the women's journeys: facing unexpected turns; trusting spiritual-intuitive knowing; analyzing and responding to social contexts; standing for justice; committing to make a difference; helping others be who they can be; building bridges; practicing hospitality; valuing women's communities; caring for self; and practicing humor. By clustering these qualities, five narrative processes emerge. The corresponding educational practices are valuable for religious educators who engage with people in vocational discernment.     

ONE HUNDRED YEARS OF THE RELIGIOUS EDUCATION ASSOCIATION

Abstract This article examines the historic character and mission of the REA with a view toward the role of this journal in the life of the Association. Early social influences are explored in relation to the Association's unfolding vision of “a democracy of God” in which religion would be a central enterprise of an educated citizenry. George Albert Coe, Harrison Elliott, Herman Wornom, and Randolph C. Miller are discussed as primary shapers of the REA and the field through the mid-twentieth century. The author concludes with challenges to rediscover or renegotiate the relevance of the REA's historic mission in the midst of contemporary opportunities and pressures of economic globalization, geo-political turmoil, and religious and cultural diversity.     

Theoretically and Practically Speaking,What is Needed in Diversity and Equity in Science Teaching and Learning?

This article discusses how issues of diversity and equity are addressed in the preparation of science teachers who are charged with teaching diverse students in schools. Highlighting examples from my own teaching and research and other studies in education, I frame this article in terms of a broad application of theory in science teacher preparation to classroom practices in order to address science achievement and equity for diverse students. I also discuss the relevance of my argument for in-service professional development.