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Interrogating Belief: Linking Religious Instruction and Children's Historical Fiction in Elementary Social Studies.

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Title: Interrogating Belief: Linking Religious Instruction and Children's Historical Fiction in Elementary Social Studies.
Authors: Allen, Amy (AUTHOR), Fortune, Donna (AUTHOR)
Source: Social Studies. Jul/Aug2026, Vol. 117 Issue 4, p153-169. 17p.
Subjects: Religious education, Christian identity, Children's stories, Critical literacy, Qualitative research, Discussion in education, Social sciences education
Abstract: Using critical literacy as a frame, this qualitative study evaluates how students think about religion, as Christians and in relation to non-Christians, in response to children's historical fiction. The study took place in a fourth and fifth-grade combined classroom at a private Christian school in a large city in the South for grades PK-12. During classroom instruction, fourth and fifth-grade students engaged in a fishbowl discussion meant to synthesize literature selections read over the course of the academic year, responding to a series of four prompts that centered on their Christian identity. Because it is a Christian school, discussion of religion and personal religious beliefs is an expected norm rather than a fearful or divisive topic. Responses in this study are indicative of how students might choose to talk about religion within their own faith groups and provide an example of how religious education is conducted at the elementary level in the U.S. [ABSTRACT FROM AUTHOR]
Copyright of Social Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Interrogating Belief: Linking Religious Instruction and Children's Historical Fiction in Elementary Social Studies.
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Allen%2C+Amy%22">Allen, Amy</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fortune%2C+Donna%22">Fortune, Donna</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Social+Studies%22">Social Studies</searchLink>. Jul/Aug2026, Vol. 117 Issue 4, p153-169. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Religious+education%22">Religious education</searchLink><br /><searchLink fieldCode="DE" term="%22Christian+identity%22">Christian identity</searchLink><br /><searchLink fieldCode="DE" term="%22Children's+stories%22">Children's stories</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+literacy%22">Critical literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+in+education%22">Discussion in education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+sciences+education%22">Social sciences education</searchLink>
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  Label: Abstract
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  Data: Using critical literacy as a frame, this qualitative study evaluates how students think about religion, as Christians and in relation to non-Christians, in response to children's historical fiction. The study took place in a fourth and fifth-grade combined classroom at a private Christian school in a large city in the South for grades PK-12. During classroom instruction, fourth and fifth-grade students engaged in a fishbowl discussion meant to synthesize literature selections read over the course of the academic year, responding to a series of four prompts that centered on their Christian identity. Because it is a Christian school, discussion of religion and personal religious beliefs is an expected norm rather than a fearful or divisive topic. Responses in this study are indicative of how students might choose to talk about religion within their own faith groups and provide an example of how religious education is conducted at the elementary level in the U.S. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Social Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00377996.2025.2506574
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      – Code: eng
        Text: English
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        PageCount: 17
        StartPage: 153
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      – SubjectFull: Religious education
        Type: general
      – SubjectFull: Christian identity
        Type: general
      – SubjectFull: Children's stories
        Type: general
      – SubjectFull: Critical literacy
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      – SubjectFull: Qualitative research
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      – SubjectFull: Discussion in education
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      – SubjectFull: Social sciences education
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      – TitleFull: Interrogating Belief: Linking Religious Instruction and Children's Historical Fiction in Elementary Social Studies.
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              Text: Jul/Aug2026
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              Y: 2026
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