Sharday Mosurinjohn

Sharday Mosurinjohn is an Assistant Professor in the School of Religion at Queen’s University, Kingston, ON. She is an assistant editor for the NSRN blog. Her research uses the thought of existential cultures - religious, spiritual, and not - to theorize the aesthetic, affective, and material conditions of contexts that are marked by late modern modes of temporality and attention, information technology, and metaphysical disenchantment. Her current book manuscript and a related website project take the heuristic idea of “boredom as a spiritual crisis” in order to explore problems of meaning in an age of overstimulation. Other recent work has examined art exhibitions that use Indigenous spiritual ontologies to challenge settler canons and institutions (Brendan Fernandes’ Lost Bodies 2016; Kent Monkman’s Shame and Prejudice 2018); considered how social justice movements that sacralize liberal humanist values trouble the boundaries between concepts like “spirituality,” “the sacred,” and “new religious movements”; and refigured the concept of enchantment for religious studies through affect theory.

Together with Richard Ascough, Sharday is co-teaching a new course on religion and art that integrates their respective expertise on ancient and contemporary material culture. With a grant from Queen’s Centre for Teaching and Learning, they are researching “threshold concepts” in the study of religion. In their other research collaborations, they are engaged in theory-building in the field of affect using ancient and contemporary artefacts as touchstones.

Contributions by Sharday Mosurinjohn


The Blog Assignment: Confronting “Spirituality” in Teaching Religious Studies

In this second of a two-part series, Richard Ascough adds his voice to Sharday Mosurinjohn’s reflections on a new blog post assignment used in a course on Spirituality, Secularity, and Nonreligion taught through the School of Religion at Queen’s University. In the earlier post, Sharday noted that she learned two key lessons: that students are concerned...




The Blog Assignment: “Authentic” Learning about Spirituality, Secularity, and Nonreligion?

In this first post of a two-part series Sharday Mosurinjohn reflects on the outcome of a new assignment that was intended to invite students to write in a way that was both familiar to their usual online communication (short and social media-based) and scholarly. The results led her to rethink the meaning of “authentic learning” (pedagogical approaches that empower learners to collaborate with one another...



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