Arc: The Journal of the School of Religious Studies https://arcjournal.library.mcgill.ca/ <p><em>Arc</em> est une revue interdisciplinaire à comité de lecture publiée annuellement par l'École d'études religieuses (anciennement Faculté d'études religieuses) de l'Université McGill. Fondée en 1973, la revue a été restructurée en 1990 pour devenir une revue scientifique officielle. En 2022,<em> Arc</em> est passée à un format entièrement libre d'accès avec le soutien de la bibliothèque de McGill. <strong>Par conséquent, il n'y a pas de frais associés à la lecture ou à la publication dans Arc, et les auteurs conservent les droits d'auteur sur leurs articles.</strong></p> <p><em>Arc</em> offre un espace pour des travaux de recherche novateurs et originaux dans les domaines suivants : théologie ; études comparatives en religion ; théorie et méthode dans l'étude de la religion/théologie ; philosophie de la religion ; religion, droit et politique ; histoire des religions ; sociologie de la religion ; anthropologie de la religion ; éthique religieuse ; religion et littérature ; religion et art ; religion et linguistique ; études des textes sacrés ; religion et santé, études interreligieuses.</p> <p> </p> en-US arc.relgstud@mcgill.ca (Arc Editors) escholarship.library@mcgill.ca (Jennifer Innes) Tue, 01 Oct 2024 20:44:44 -0400 OJS 3.3.0.13 http://blogs.law.harvard.edu/tech/rss 60 African Biblical Studies: Unmasking Embedded Racism and Colonialism in Biblical Studies, by Andrew M. Mbuvi https://arcjournal.library.mcgill.ca/article/view/1458 Mathew K. Birgen (c) Tous droits réservés Mathew K. Birgen 2023 https://creativecommons.org/licenses/by-nc-nd/4.0 https://arcjournal.library.mcgill.ca/article/view/1458 Mon, 30 Sep 2024 00:00:00 -0400 Muslim Women in Contemporary North America: Controversies, Clichés, and Conversations, by Meena Sharify-Funk https://arcjournal.library.mcgill.ca/article/view/1459 Samia Ahmed (c) Tous droits réservés Samia Ahmed 2023 https://creativecommons.org/licenses/by-nc-nd/4.0 https://arcjournal.library.mcgill.ca/article/view/1459 Mon, 30 Sep 2024 00:00:00 -0400 Embodying Transnational Yoga: Eating, Singing, and Breathing in Transformation, by Christopher Jain Miller https://arcjournal.library.mcgill.ca/article/view/1460 Katie Khatereh Taher (c) Tous droits réservés Katie Khatereh Taher 2023 https://creativecommons.org/licenses/by-nc-nd/4.0 https://arcjournal.library.mcgill.ca/article/view/1460 Mon, 30 Sep 2024 00:00:00 -0400 Conjuring the Buddha: Ritual Manuals in Early Tantric Buddhism, by Jacob Paul Dalton https://arcjournal.library.mcgill.ca/article/view/1461 Chuthim Gurung (c) Tous droits réservés Mriti 2023 https://creativecommons.org/licenses/by-nc-nd/4.0 https://arcjournal.library.mcgill.ca/article/view/1461 Mon, 30 Sep 2024 00:00:00 -0400 Walter Benjamin and the Aesthetics of Film, by Daniel Mourenza https://arcjournal.library.mcgill.ca/article/view/1462 Jeremy Rafuse (c) Tous droits réservés Jeremy Rafuse 2023 https://creativecommons.org/licenses/by-nc-nd/4.0 https://arcjournal.library.mcgill.ca/article/view/1462 Mon, 30 Sep 2024 00:00:00 -0400 John D. Caputo: The Collected Philosophical and Theological Papers: Volume 3. 1997–2000: The Return of Religion, edited by Eric Weislogel https://arcjournal.library.mcgill.ca/article/view/1463 Daniel Fishley (c) Tous droits réservés Daniel Fishley 2023 https://creativecommons.org/licenses/by-nc-nd/4.0 https://arcjournal.library.mcgill.ca/article/view/1463 Mon, 30 Sep 2024 00:00:00 -0400 Religion and the Rise of Capitalism, by Benjamin M. Friedman https://arcjournal.library.mcgill.ca/article/view/1464 Lucas Coque (c) Tous droits réservés Lucas Coque 2023 https://creativecommons.org/licenses/by-nc-nd/4.0 https://arcjournal.library.mcgill.ca/article/view/1464 Mon, 30 Sep 2024 00:00:00 -0400 The Cognitive Neuroscience of Religious Experience, by Patrick McNamara https://arcjournal.library.mcgill.ca/article/view/1465 Daniel Miksha (c) Tous droits réservés Daniel Miksha 2023 https://creativecommons.org/licenses/by-nc-nd/4.0 https://arcjournal.library.mcgill.ca/article/view/1465 Mon, 30 Sep 2024 00:00:00 -0400 Volume Introduction https://arcjournal.library.mcgill.ca/article/view/1456 Lucie Robathan, Jordan Molot (c) Tous droits réservés Lucie Robathan, Jordan Molot 2024 https://creativecommons.org/licenses/by-nc-nd/4.0 https://arcjournal.library.mcgill.ca/article/view/1456 Mon, 30 Sep 2024 00:00:00 -0400 Editorial Address https://arcjournal.library.mcgill.ca/article/view/1457 Elyse MacLeod, Amanda Rosini (c) Tous droits réservés Elyse MacLeod, Amanda Rosini 2023 https://creativecommons.org/licenses/by-nc-nd/4.0 https://arcjournal.library.mcgill.ca/article/view/1457 Mon, 30 Sep 2024 00:00:00 -0400 Thinking through Decolonial Pedagogies https://arcjournal.library.mcgill.ca/article/view/1466 <p style="font-weight: 400;">Developed through the Decolonization and the Study of Religion Workshop Series, this paper will explore some concerns about decolonizing pedagogy in theory, practice, and the classroom. Weaving insights from a set of important thinkers in the field – like Achille Mbembe, Linda Tuhiwai Smith, Eve Tuck and Ruben A. Gaztambide-Fernandez, Walter Mignolo and Catherine Walsh, Anabal Quijano, and Paulette Regan – the aim of the paper is to introduce some questions for pedagogues to think about in relation to the question of decolonizing pedagogies and to some of the discussions had at the workshop. The paper explores topics and discussions about structural critiques of the university, material versus epistemic analyses of decolonization, learning and unlearning as a central method in decolonization, the importance of how to make space for African and Indigenous Traditional Knowledges, and thinking about how to unpack power relations in the classroom and curriculum. The paper is more concerned with opening dialogue and making space for insights than an attempt to answer definitively questions of decolonization and pedagogy. </p> Marcel Parent (c) Tous droits réservés Marcel Parent 2023 https://creativecommons.org/licenses/by-nc-nd/4.0 https://arcjournal.library.mcgill.ca/article/view/1466 Mon, 30 Sep 2024 00:00:00 -0400 Decolonial Affordances https://arcjournal.library.mcgill.ca/article/view/1469 <p>This article considers the affordances of utilizing practical applications of music, sound, and orality, as alternatives to the dominant visual-centric, text-based forms of communication in Religious Studies pedagogical settings. The premise of this article is that sound and musicking can be explored in terms of their potential to dismantle academic, discursive, visual-centric, and linguistic forms – some of which are so ossified in a particular collectivity or conversation that we can no longer “say somethin’” as the bass player Charles Mingus puts it in the context of jazz. This approach attempts to revise the colonial structures upon which much of higher education was built by modifying and destabilizing the foundation through which concepts in Religious Studies are introduced and processed.</p> <p> </p> <p> </p> Miranda Crowdus (c) Tous droits réservés Miranda Crowdus 2023 https://creativecommons.org/licenses/by-nc-nd/4.0 https://arcjournal.library.mcgill.ca/article/view/1469 Mon, 30 Sep 2024 00:00:00 -0400 Believing in an Otherwise https://arcjournal.library.mcgill.ca/article/view/1470 <p>This paper will propose that Gloria Anzaldúa’s “spiritual activism,” as a praxis wrought through the confluence of the spiritual and the political, could also be a model for embarking upon the study of religion differently. Walter Mignolo emphasizes that to understand what it means to decolonize requires specificity, through “looking at other W questions: Who is doing it, where, why, and how?” I shall suggest that spiritual activism as a decolonial framework demands that scholars of religion ask themselves, in turn, what they believe.</p> <p>&nbsp;</p> <p>&nbsp;</p> Lucie Robathan (c) Tous droits réservés Lucie Robathan 2023 https://creativecommons.org/licenses/by-nc-nd/4.0 https://arcjournal.library.mcgill.ca/article/view/1470 Mon, 30 Sep 2024 00:00:00 -0400 Decolonizing Judeans https://arcjournal.library.mcgill.ca/article/view/1472 <p style="font-weight: 400;">The confluence of decolonization and the Anglo-American study of religion has generally followed a mode of critical self-reflection which aims to illuminate, problematize, and undo the field’s colonial contours. While crucial to decolonial processes within the academy, less appreciated or understood are the ways in which decolonial language has been invoked across a far broader social landscape, often indexing a range of political commitments and aspirations that depart considerably from more conventional decolonial frameworks. More often than not, such articulations are either rejected as fraudulent or cast off as mischaracterization of more noble decolonial projects. Using Jewish and Zionist communal discourses as a case study, this essay instead proposes to take seriously these articulations through a deeper inquiry into its undergirding religious, historical, and theological logics. In thinking through such orthogonal transformations of putatively decolonial claims, we may thereby arrive at a more capacious theoretical model that can organize divergent (and often contradictory) modes of decolonial interpretation by a range of social actors.</p> Jordan Molot (c) Tous droits réservés Jordan Molot 2023 https://creativecommons.org/licenses/by-nc-nd/4.0 https://arcjournal.library.mcgill.ca/article/view/1472 Mon, 30 Sep 2024 00:00:00 -0400 Questioning Devotions, Reorienting Commitments https://arcjournal.library.mcgill.ca/article/view/1474 <p>This paper is a methodological reflection on my time as a graduate student studying Indian Residential Schools through archival sources. I broadly survey relevant secondary studies to access the current state of the field and to chart prospective avenues for future scholarly engagement. I suggest that, for religionists, the frameworks of church history and mission history can be selectively utilized to examine the history of residential schooling. I argue that the ‘Indian Residential School’ (or IRS) terminology creates a narrowed understanding of colonialism and assimilative education by disregarding other modes of schooling deployed in Indigenous communities: the day schools and mission schools, but also hospitals, convents, and other church-operated institutions. Largely dating to the pre-Confederation period, mission schools especially fade from view when studies focus on the national model of the IRS launched in 1879 and expanded in 1884. In many regional contexts, mission schools of the colonial era laid the literal and conceptual groundwork for the later launching of the IRS system.</p> <p>By studying the works and the records of specific church bodies, religionists might elucidate with greater clarity the evolving differences, synchronicities, or collaborations of ideologies, policies, and practices among members of church and state over several centuries. Attending to pre-Confederation, colonial history also lends a transnational scope to a topic that is often framed in the context of national history, i.e., ‘Canada’s residential school system’. A global perspective on colonial education could assist historians of religion to assess the legacies of church, empire, and imperialism on Canada’s national model of residential schooling.</p> Colby Gaudet (c) Tous droits réservés Colby Gaudet 2023 https://creativecommons.org/licenses/by-nc-nd/4.0 https://arcjournal.library.mcgill.ca/article/view/1474 Mon, 30 Sep 2024 00:00:00 -0400