Forum: Insiders, Outsiders, and Disclosure in the Undergraduate Classroom

Elliott A. Bazzano, Audrey Truschke, Jayme M. Yeo

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


In this set of essays, three authors provide different perspectives on whether personal religious sensibilities and identities affect the ways we teach religion. Elliott Bazzano discusses how, as a white Muslim convert teaching at a Catholic college, he incorporates selective autobiographical anecdotes into his classes as a way to problematize the meaning of “insider” and “outsider,” and pushes his students to recognize the many layers of identity that any given person embodies at a given time. In the second essay, Audrey Truschke explains why she makes no reference to her own religious beliefs or affiliations in class as part of her strategy to demonstrate how students can study any religion regardless of personal convictions. In the third essay, Jayme Yeo explores the benefits of discussing personal religious identity as a means to resist the categories of “inside” and “outside,” which she sees as heterogeneous concepts that do not always offer explanatory power upon close examination.

Original languageEnglish (US)
Pages (from-to)276-295
Number of pages20
JournalTeaching Theology and Religion
Issue number3
StatePublished - Jul 1 2016
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Religious studies


  • authority
  • identity
  • insider-outsider
  • pedagogy


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