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[text_only_widget] Author’s Note:  My use of the word “diversity” is with reluctance. It is an overused and often misunderstood word. In this case, by diversity I mean difference. I am concerned with the difference that is revealed in our body sizes, shapes, shades, smells, tastes and sounds. Diversity exists between cultures when minoritized peoples are compared to the status quo, or when white, western, male, straight culture is normalized as superior. By diversity I mean to imply the innovation that is needed to meet the needs of classrooms when curriculum, rather than ignoring minoritized students, shifts to include, accommodate, incorporate and value new meaning making, new knowledges and new ways of being together. Where there is diversity there is likely conflict. Diversity, whether by institutional intent or by happenstance, complicates our ability to see students. [/text_only_widget] Peekaboo! I see you! Infants and parents all over the world play some version of this game. In view of the infant, the adult hides their face, pops back into view of the infant, then says Peekaboo! … I see you! This game, full of surprise and expectation, results in the infant’s squeals of delight and amazement. For infant and parent, being seen is joyful. Like in the peekaboo game, teachers understand the value and joy of conveying to our students that “I see you.” It is important that each student in our classrooms have the experience of being acknowledged and welcomed. Each soul wants to be seen. With comparatively little effort on the teacher’s part, students with similar aspirations, similar race, similar culture, and similar economic class, easily find their place in the classroom tableau. It is less complicated to teach a course whose student population is homogenous than it is to teach in diversity. In sameness, the assumptions, the presumptions, the conventions, the ascribed values and the norms function without need for explanation, or clarity and typically without threat of contestation. “Everybody knows …” is the working premise - and rightfully so. In the diverse classroom, “everybody knows…” falls short because now every body is not the presumed same body. In diversity, the bodies vary, the knowledges and know-hows vary. Differing bodies bring different music, clothing, hairstyles, lifestyles, languages, value patterns, religions, foods, history, and family situations.  That which could be presumed as being normative can no longer be presumed and often demand a stretching of our thinking, being, understanding and doing.  Our language, social labeling, and identity politics bares out our societal patterns of inclusion and exclusion. “In this country American is white. Everybody else has to hyphenate,” said Toni Morrison. When our white classrooms shift to include hyphenated persons, we are unprepared. Those students who, with their very presence, create diversity are often the students who go unseen and who are rendered un-seeable. Regrettably and commonly, seeing minoritized students means policing them. The surveilling gaze, the suspicious stare, the apprehensive look, or the disapproving glance lets him/her/they know of the hostility and the relegation to being as a stranger. Or worse yet, students who create diversity in the school’s population are erased, made invisible, removed completely from the sighted reality of the teacher. These students are ghosted – absented in classrooms. Their differences are not recognizable as adequate. Differences do not mean deficiencies. As teachers, we choose which students we will see and which students we will disregard, look past, or look away from. This is a challenging realization. It is dis-ingenuine for any teacher to say that he/she/they pay attention to all students, that they are able to see all students, that they are attentive to all students. Even the most caring teacher has students for which giving their attention is a strain. We all have biases, prejudices, and cultural insensitivities. This does not make any teacher a bad teacher. It does make us human beings who must learn to stretch beyond our prejudices, shallow cultural boundaries, and narrow sensibilities. Homo sapiens. “(Wo)Man who knows.” Or rather, “human who is conscious.” Human who is conscious that he/she/they does not know. We are our most human when we make choices, when we exercise the power of choice. Teaching is a testing ground, and learning place, for our own humanity. In teaching relationships, we succeed, or we fail miserably, by choosing to see some students and refusing to see others. It is this choice that makes us human and this choice that makes us good, bad, or growing teachers. In our humanness we are both vulnerable and afraid. The challenge is to muster the courage to see all the students – those like us and those so different from us that we shrink back and recoil.  As courageous teachers, we ask: What does it mean to teach in such a way that the erased student rematerializes? What does it mean to teach in such a way that the invisible-ed student reappears? What does it mean to teach in such a way that the unseen or overlooked student comes into focus? What does it mean to teach in such a way that the hiding or hidden student peeks out from behind their wall? What does it mean to teach in such a way that the voiceless student comes to voice? Can we teach in such a way that the learning experience for all would not make sense or would have no meaning if there was an erased student in the conversation? What would it mean to teach with such precision that lessons, to be successful, need the input, participation, knowledges, voice, and creativity of all the students? What kind of teaching relates to the diversity of students in the classroom without asking that every student normalize or centralize the white, male, straight, wealthy culture? What if teaching in diversity is too difficult, too demanding – creates too many problems? Then what? Still embroiled in the global pandemic, we are teaching online, we are in classrooms donning masks, and we are still reeling with societal uncertainty and fatigue. We, in these COVID riddled years, have a legitimate excuse to not see those who are erased, those invisible-ed, and the hiding students. Even though it is more work, more effort, more stress - now is precisely the time we must find ways to see them, all.

Before the pandemic, one of the most pressing subjects for discussion and debate in my context, teaching at a freestanding seminary, was the transition to online education. I recall lively conversations engaging the merits and challenges of “moving online” in formal faculty meetings, and the sometimes more important informal tête-à-têtes with small groups of colleagues in hallways and offices. One line of thinking warned that the pedagogy employed in certain courses and disciplines would not be as effective online. Another approach suggested that the future of theological education would be online, especially for freestanding seminaries, because of the shifting patterns in enrollment. There were less “traditional” students seeking residential or in-person education and more “non-traditional” students pursuing fully or mostly online degrees. Both perspectives presented harbingers of ruin, identity loss, and irrelevancy. Then came the pandemic. We all became online instructors. Chapel services and committee meetings also migrated to virtual spaces in which everyone appeared in little rectangle boxes. For a while it was fun to experiment with different virtual backgrounds, such as picturesque beaches, majestic mountains, and Dunder Mifflin. Although the pandemic is not over, I believe the questions about capacities for online education have largely been resolved at my seminary and elsewhere. All our courses can be taught online. Each of our schools can offer fully online degrees. I suppose the question moving forward is how many more of our institutions will do so. Pastors experienced a similar phenomenon as the congregations they served also migrated online. At one level, the past two years have revealed new possibilities for ministry utilizing virtual tools, such as enabling closer remote contact with previously isolated parishioners with less access to physical gatherings. Yet at another level, it is also clear that a robust online ministry is not a panacea. The fact that everyone can participate in a worship service from their own homes does not make preaching any easier. Moving online does not sufficiently address the existing interpersonal conflicts, harmful theologies, and spiritual wounds within a congregation. Therefore, my pedagogy continues to connect the history of Christianity in the United States with the praxis of congregational ministry today. One promising topic I continue to cultivate with my students is the gap between seminaries and congregations regarding biblical interpretation. For many of us, it is daunting to apply what we learn about the Bible, such as historical-critical approaches to the authorship of various books and womanist reconstructions of problematic narratives, in local congregations accustomed to the hermeneutics of inerrancy and literalism. In these classroom dialogues with students, we stress the virtues of an authentically incremental approach in which new pastors seek to build trust, develop relationships, and more fully understand the histories, complexities, and strengths of the congregations they serve while remaining true to their personal convictions. Pastoral leadership is an exercise of one’s gifts with humility, openness, courage, and determination. I do not want to speak for all freestanding seminaries, but I will venture to propose that online education is likewise not a panacea. I believe the time that I have invested in developing and refining my pedagogical skills for online instruction is a worthy investment, but I also recognize that seminaries like mine need more than good online courses. What about our oppressive structures, longstanding hierarchies, painful ambiguities, and underexamined practices? My point is not to be a naysaying critic of either my institution or theological education writ large, but it is to ask an important question that defies easy or universal answers: Can we practice what we teach? Or put another way: Can theological faculty be agents of institutional change? One painful ambiguity in some contexts involves whether a seminary is a school or a church. Of course, a seminary is an academic institution and not a church. But it gets confusing when we pray before classes and meetings, worship together in chapel services that feel no different than being in a church on Sunday morning, and educate students for congregational ministry. Therefore, the notion of the seminary as model church is not an unfounded or unreasonable expectation. But the organizational systems of seminaries are unlike congregations. Professors are not the pastors of a seminary. In my denomination, the Presbyterian Church (U.S.A.), a session comprising elected lay leaders (ruling elders) and installed pastors serve as the “council for the congregation,” which means a pastor works together with laypersons to exercise oversight and leadership of the church’s affairs. Seminaries are academic institutions in which the responsibilities of oversight and leadership belong to administrators and a board of trustees. A pastor is almost always “in the room where it happens.” A professor is in the classroom, not the boardroom. This does not imply a negative answer to my question concerning whether theological faculty can be agents of institutional change, but I am hoping to provoke further exploration of how faculty can practice what we teach.

When I was writing this post, an American congressional representative is being criticized for Islamophobic remarks about a fellow member of Congress in what is just the latest example of anti-Muslim sentiment in American culture. In a widely publicized video, Colorado representative Lauren Boebert claims that she had a chance encounter with representative Ilhan Omar of Minnesota, the first Somali American and one of the few Muslim women in Congress. Describing the moment when the two representatives found themselves in the same elevator, Boebert concluded that there was no threat to her life because Omar wasn’t wearing a backpack. Boebert’s reliance on Islamophobia to galvanize political support reveals how entrenched anti-Muslim racism is in American culture. Negative and discriminatory attitudes towards Muslims, and anyone perceived as Muslim, is a historical and continuing problem that needs to be addressed in the religious studies classroom not only by scholars of Islam, but by anyone teaching about religion in its historical, sociological, and political dimensions. In several years of teaching about Islam in the American university classroom and in public outreach, I have used diverse approaches and materials to educate about the problem of Islamophobia as a historical trend and as a part of contemporary culture. In this post I will describe how highlighting an often-overlooked aspect of American history is an effective method to challenge primary claims about Islam and Muslims created by Islamophobic attitudes in an American context. In short, teaching the history of the earliest American Muslims is a key strategy to combat anti-Muslim sentiment because their lives and contributions undercut arguments that Islam, and Muslims, are un-American or foreign to American culture. Many students are surprised to discover the long history of Muslims in the Americas, which has its origins in the seventeenth-century slave trade. Scholars estimate that anywhere from ten to twenty percent of the Africans forced onto slave ships bound for the American colonies were Muslim. Many of these Muslims were raised in West African Sufi communities and educated in religious sciences such as the Qur’an and the hadith literature. They were also often multilingual and knew the native African language of their families as well as the Arabic necessary for competency in reading Islamic texts and commentaries. The stories we have are mostly of Muslim men, who were often regarded as exotic because of their literacy and entrepreneurship. While many Muslim slaves were forced to convert to Christianity or pretended to in order to survive, others were respected for adhering to a religious tradition that, like the Christianity of slave owners, was monotheistic. Some of these Muslims became celebrities during their lifetime, such as Yarrow Mamout of Georgetown, who was able to purchase his freedom due to a successful brick-making business. Omar ibn Sayyid is known as the first Muslim slave to compose his autobiography in 1831. This document, written first in Arabic and later translated into English, offers a unique perspective on history, self-expression, and religious identity in the context of the bodily and intellectual domination that slavery required. The stories of emancipated Muslim slaves living on Georgia’s Sapelo Island offers evidence of women’s religious lives in terms of the ritual prayers they engaged in, and the traditional saraka cakes they made as part of West African Muslim celebrations. Acknowledging the earliest histories of American Muslims is an important step that undercuts Islamophobic claims that Muslims don’t belong in American society and cultural life. Put simply, African Muslim slaves lived in what would become the United States before that idea had been fully articulated and independence from Britain had been declared. It is also important to point out that these Muslim slaves, like all of the enslaved, literally built the American nation with their labor. The lives of these Muslim men and women also help to complicate mainstream assumptions regarding the identities of the enslaved, from their socioeconomic backgrounds in Africa to their literacy and their religious identities. There are many ways to extend these threads introduced with examination of the earliest American Muslims. One could follow this with a unit on how Muslim histories, values, and texts served Black Americans during the twentieth-century Civil Rights movement. Muslim communities in cities such as Chicago offered crucial safety and security to Black women who sought refuge from gendered discrimination and benefitted from vocational training provided by Muslim organizations such as the Nation of Islam. I draw on the lives and leadership of prominent Black American Muslims such as Noble Drew Ali, Elijah Muhammad, and Malcolm X to show how Islam offered an empowering identity that was, crucially, not the Christian identity of many white Americans opposed to racial equality. I also believe it is important to use these histories to show that the religious character of the Civil Rights movement is more than the Christianity that informed the work of Martin Luther King Jr., among others. Learning about the role of Islam during the Civil Rights movement shows students how Muslims inspired by Islamic concepts helped to shape civic discourse at a formative moment in American history. Highlighting these histories in the classroom provides an opportunity for students to rethink how they define Islam and how they define America. It raises awareness of the fact that Muslims helped to build some of the very institutions that are the foundation of the American nation. The Muslim history of the United States is an essential and valuable tool for educators looking to help students criticize the problem of growing anti-Muslim racism in our current political and cultural moment.

I took a deep breath and stepped out of my office dressed as the Greek goddess Athena. My historically inaccurate Amazon purchase had me in a “Roman Spartan Costume Helmet,” a “Roman Empress” costume over my clothes, holding a large plastic spear and a “Wonder Woman” shield. It was the best I could piece together online, and it would have to do—and this was for fun! In our Reacting to the Past (RTTP) game, The Threshold of Democracy: Athens in 403 B.C., the students had to self-start their first Athenian Assembly debate by reenacting a pig sacrifice (pig picture torn in half) while priestesses of Athena offered prayers. The president sat at his table, ready to start the proceedings. They were nervous. I was nervous for them.  So, in a flourish of polyester and plastic I stomped into the classroom. I banged my spear on my Wonder Woman shield and stood behind the shocked priestesses. I whispered, “Go for it!”  Student faces were a mix of shock and amusement; I was certainly not cool enough for a couple of them. But who cared? My priestesses pulled it off, the pig was sacrificed, and the president called the meeting to order. They debated and voted. The next week I gave extra credit for showing up in a toga, and about 20 percent of the class came wrapped in random bed sheets. In preparation for our five-session role playing game I told them repeatedly to “just have fun with it!” and fun was had! At the end of the game I had students fill out a “Win Sheet” where they discussed what they accomplished and reflected on their own game play. Paraphrases of some responses ranged from “I didn’t think that this would be fun, but it was,” and “I have never liked history before,” to “I normally don’t speak up in class, but this helped me overcome that” and “I met new people and made friends.” I took that for a win. For this church history professor assigned to teach Western Civilization, the RTTP role playing game provided a way to make a notoriously boring class engaging (for all of us). As it turns out, I had stumbled upon a “ludic pedagogy” or the “pedagogy of fun”: Sharon Lauricella and T. Keith Edmunds’ post, “A Serious Look at Fun in College Classrooms” discusses how the rigor of education is not lost in a fun environment, rather it lowers the cognitive load and increases intrinsic motivation and learning.  It is probably no surprise to you that studies show that by making learning fun, student stress decreases and learning increases. The bigger question most professors ask isn’t, “Should I try this?” but rather, “What would this look like in my classroom?”  Here are some ideas that I have tried: We reenact a house church with dollar store decor and food. During review week, students write either three church history characters or the attributes from them that they want to have in their own life on a dollar store Christmas ornament.  At the end of the class around a common question, “Why do we have so many denominations?” I have students create their own church with their denomination of choice, or none. They design a building, pick a symbol for the logo, choose the music, governance style, etc. They are creative, and they enjoy the in-class activity “for fun.”  When studying the Desert Fathers and Mothers, we learn to make prayer ropes from a YouTube video. The joy in this is that the knot is almost impossible to make, so we have a good laugh trying. Pre-pandemic, we went for pizza and then visited a Russian Orthodox Church together. A class did the Reacting to the Past’s “Trial of Anne Hutchinson.” (There was burning at the stake!) The Reacting to the Past “Council of Nicaea” role playing game is on my radar for the future. NOTE: These RTTP games are not intuitive to lead, you’ll need all summer to prepare. I highly recommend joining the association and the Facebook group for help. Plan on the game taking four to eight weeks of your semester.  Clearly this is not an exhaustive list and many of you have your own successes to add. If you could take a moment to write down some of those in the comments, this could make it a very helpful space for all of us searching for new ideas. 

At the end of November I experienced a disastrous event: I lost about 1,600 files from my computer. For reasons I’d rather not discuss, all I know is that years of heavily curated material and so much hard work are gone. All of the books I’ve written are gone. All my syllabi, my class preparation, my texts—everything is gone. Some things from many years ago remain, but I don’t even have the courage to go look. It will only show what I don’t have anymore. Four years ago, I made a huge turn in my scholarship and am now trying to learn from the earth and working from a perspective that could be called the law (and lore) of the land. This deep change has shifted me and all my ways of knowing: classes, readings, pedagogies, resources, and relations. Entire worldviews! During these four years I took classes online and placed huge amounts of resources and readings in files, some of them with thirty, fifty, even a hundred pages, with journals, articles, websites, magazines, newspapers, list of books, and lots of references. Gone. I have written so much and given talks, some more academic and some less; all sorts of format and content of texts. All gone. I was working on a book that was missing just the introduction. Gone. My sabbatical proposal with the full first draft of an extensive play I was working on. Gone. A book I was writing about my experience of becoming a father to my three adopted kids; five years of texts and notes. Gone. As the days went by, I realized I had to teach a workshop without any materials at hand. I was reminded that I had to teach an intensive online seminar to graduate students in Brazil and again, I had nothing to rely on. I will stop here. I was so desolated I didn’t know what to do. I went to see Wonder, the tree I always visit to talk and listen to. While I was there, I realized that crusts were growing on her which belong to a family of fungi that live on “dead wood.” Wonder—my companion, the one who had been teaching me about my relation to the earth—was dying, or had died, I don’t know. My heart fell to the ground. If I had had a map under my feet, now this map had disappeared. There was nothing to guide me, or to turn back to, in terms of “where” my thinking, my writing, and my teaching were. Those who write, teach, speak, work, and play with words know that to lose what you write is to lose yourself. For writing becomes our body and soul; it is all biographical, even if not necessarily about ourselves. A very specific way of knowing shapes us into who we are and how we make everything meaningful and life possible. In fact, the where of knowledge has pursued me for a while. As a liberation theologian, the where has always been fundamental to how and with whom I think. Ecological thinking helped me realize that I need to think beyond the humans around me. It is interesting how we have replaced knowledge and memory from local, oral history to paper, books, cabinets, and libraries, and then to online files and the cloud . But when we lost our oral history, our bodies where detached from the land and it was as if our memory and knowing was placed elsewhere. Not fully within us anymore and “us” here means the whole landscape we live in. Thus, to know is to go somewhere else to reach a certain knowledge: a school, a class, a book, a library. The knowledge that we carry within us has been replaced by the knowledge we gain elsewhere, and it is only formally channeled by proper forms of scholarship. Surely, knowledge is always relational and we learn from one another. Surely Gramsci’s notion of the organic intellectual as the movement between formal and popular knowledge is fundamental. But what I am thinking here is more about how plantation and modernity have shifted knowledge from the land, and our relation to each other and to other species, to an outside abroad place. Colonialism and capitalism have turned us into renters of spaces and knowledges. We buy to know. This outside place is embodied by slave owners and the specialist, both of whom master the field. I cannot be a fully respected scholar if I don’t master my field. This process has also replaced our forms of memory. Uprooted from the land, we don’t carry the memories of the land anymore. We carry the memory of books or a file that holds the place of a certain knowledge. We have forgotten bodily (land/human/more than human) forms of knowing, practices where our knowledges lean on bodily knowing in relation to plants, animals, cells and are intrinsically implicated. This dis-location of knowledge creates various forms of anxiety. Entangled in a catch-22, this way of knowing comes with years of placing my knowledge elsewhere, in a place that is neither fully me nor fully outside of me. It hangs somewhere and I access it through my ability to buy a book, enter a school, or remember where it is in my computer. But now, without that imaginary/physical/online location where everything I have was placed and was lost, I do not know what to know anymore. One thousand six hundred files gone. Professor Marc Ellis said this to me: “It might be a prompt to move to another level of consolidating and deepening your thought.” I didn’t want to hear that, but something in me knew he was right. I am still battling this loss, but I think that what happened to me was not only about the evil online machinery spirits. It was actually me saying: I can’t take this weight of academic control, this burden of mastery, this desperation to know the field(s), this much running after knowledges, this much anxiety of knowing. For knowing in this modern process, is not about being, but being included. So, this can actually be a chance for me to change, even though I don’t know how exactly. But I know I have to pay attention to the where I live and that will suffice: it has to be in my body in relation to what is around me. I now want my body to know in relation with non-human species, perhaps I need to do far closer readings, pause, and go slower than I have ever gone. While one’s knowledge(s) are always in relation, it is only a perspective from a point and from that point we understand everybody else’s worlds. Each world in relation to many other worlds do not compose a totality under which a seamless background unites all the worlds. Rather, my point of perceiving is oriented and transformed by thousands of other worlds of other species also in flux and relating with thousands of other worlds composing different perspectives. None of these with any center to hold. I need a view of the world that is not only human. Another grammar of perception, a bodily one. I need to learn to see but also learn to be seen by the animals, for example. What do their eyes do to me? As I learn the names we give to plants, I need to learn the names those plants give to me. What do their bodies/feeling/being do to me? We breath because they created the oxygen! How do I learn the laws of the trees more than the laws of my religion? I want to be able to listen to the birds whom I feed in my backyard, to try to get to know them better. I am trying to get the food they like best, trying to understand their own perspective in relation to me and other worlds with which they relate. I want to live with them and with other species: plants, animals, beings. Entire worlds of knowledges! Stories of many worlds together! Yesterday I went to the store to buy seeds and the guy said: Use this so the squirrels will not come. And I said: But I want them to come! I want as many worlds together as possible. What about that possum? Oh, can we all live together? I don’t know what to do with mice—I have this utter fear of them, and I have kids at home. I put some poison out for them. Tragic! I want to know why so many worms are now out of the grass and frozen on the cement. I am struggling with the very few birds we have since it is winter. It’s brutal not to hear them loud every day. Rachel Carson always rings a cold sound in my heart when I can’t hear the birds. The bees are more often absent. The Codonoquinet river near my house; I need to know about this ancient presence and what makes a river possible. I am grateful for the many scholars in other fields and community leaders who are helping me known better now. I recently went to visit my mother in Brazil and I walked around my neighborhood paying attention to the trees I grew up with. In fifty-two years, it was the first time I paid attention to those who saw me growing and gave me a world to live in: the trees around my house! There were about thirty different trees in four streets! Ten of them had fruits! The memory of my father being a clown also visited me again. I realized I need to let my clown come out more fully and bring joy to myself and my kids. That makes me pause. To pay attention to my students differently. Do they carry any form of happiness that will help them brave through this difficult world we are living in now? A clown teacher? Other forms of imagination and creativity. No more demanding readings or results. Rather, unfolding worlds together… Learning to remember like the seeds do and to walk in the pace of the cows. Coming back from the data recovery store in downtown New York, I hopped onto the subway and there was a homeless man in front of me. He was eating. Not a single grain was left behind. He was so well organized, keeping his five small plastic bags near him. Perhaps that was all he had. I kept looking at him. I tried to make conversation with him, but he didn’t want to talk. He finished eating and put his head down. The train arrived at my station and I left. Coming out into the cold I was searching for some bird singing, but I couldn’t hear any. Only one thing captivated my mind: I lost one thousand six hundred files, but this man only has five small plastic bags.