Abstract Contributing to emerging work on youth religious literacies interacting with secondary literacy curriculum in US public schools, this paper conceptualizes and empirically examines activist evangelical literacy. We narrate how, in response to a community-based, experiential literacy curriculum called “Walkabout”, focal youth participant “Jeremy” chose to join the traveling campus ministry of an evangelical Christian preacher. A small story analysis of Jeremy's written and spoken language (including journals, teacher responses to journals, class dialogues, and public presentation), narrated over a three-month period surrounding Walkabout, showed literacy curriculum invitations opening space for Jeremy to practice sharing his faith. Jeremy’s set of faith-sharing practices (i.e., activist evangelical literacy) aimed to transform speaker/writer or listener/reader: narrating faith, listening to others who do not share faith, dialoguing with more knowledgeable others, and flexibly recalling scripture for varied rhetorical purposes. Engaging activist evangelical literacy in response to school literacy curriculum increased Jeremy’s inclination and capacity to participate in dialogue across religious difference.

中文翻译：

---

学校激进主义福音扫盲：在与公共中学扫盲课程的对话中说、写和讲述基督教信仰

摘要 为了促进青年宗教素养与美国公立学校中学素养课程相互作用的新兴工作，本文对激进福音派素养进行了概念化和实证检验。我们讲述了如何响应名为“Walkabout”的基于社区的体验式扫盲课程，焦点青年参与者“Jeremy”选择加入福音派基督教传教士的巡回校园事工。对 Jeremy 的书面和口头语言（包括日记、教师对日记的回应、课堂对话和公开演讲）的小故事分析，围绕 Walkabout 进行了为期三个月的叙述，显示了扫盲课程邀请为 Jeremy 练习分享他的信仰开辟了空间. Jeremy 的一套信仰分享实践（即，激进福音派素养）旨在改变演讲者/作家或听众/读者：讲述信仰，倾听与信仰不同的人，与知识渊博的人对话，以及为各种修辞目的灵活地回忆圣经。积极参与福音派扫盲以响应学校扫盲课程增加了 Jeremy 参与跨宗教差异对话的倾向和能力。