Identity, Society, and Church

Additional Info:
The Bible tells of Naaman the Syrian, who entered the Jordan River to be cleansed. Comparing the affliction of racism to Naaman's illness, Enter the River by Jody Miller Shearer invites readers into their own healing. He explores definitions of prejudice and racism, the different effects of racism on white persons and people of color, affirmative action, and many other issues. The accessible presentation provides a strong foundation for study and action. (From the Publisher)

Table Of Content:
Foreword
Preface
ch. 1 Why Be Concerned About Racism?
ch. 2 Why Is Talking About Racism So Hard?
ch. 3 What Is Prejudice?
ch. 4 What is Racism?
ch. 5 How Does Racism Afflict People of Color?
ch. 6 How Does Racism Afflict White People?
ch. 7 What Does It Mean to Be White?
ch. 8 How Can We Celebrate Our Cultures?
ch. 9 What Does This Mean for the Church?
ch. 10 What About Affirmative Action?
ch. 11 So What Can We Do About Racism?
Afterword
Appendix A: A Church of Many Peoples Confronts Racism
Appendix B: Ten Ways to Make a Third World Person Lose Effectiveness in an Organization
Notes
Resource List
Scripture Index
Index

Additional Info:
Journal Issue.

Table Of Content:
Fifty Years Since
ch. 1 Public School Bible Courses in Historical Perspective: North Carolina as a Case Study (Mark A. Chancey)
ch. 2 James Vincent Panoch: An Unheralded Pioneer of Public School Religion Studies (Nicholas Piediscalzi)
ch. 3 An "Unfortunate Metaphor": The Establishment Clause Jurisprudence of the Vinson Court (Chris Hickman)
ch. 4 Testing the Limits of Free Exercise and Establishment: Collective Religious Identity in South Carolina (Benjamin Bindewald, Suzanne Rosenblith, Robert P. Green)
ch. 5 Navigating Religious Expression in Public School: A Case Study (Cynthia X. Beekley)

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One page Teaching Tactic: using, and critiquing, social media to learn about and learn to interpret current events and the role of technology.

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Drawing on the lived experiences of Black students in adult degree completion programs at predominantly White, Christian institutions in the southern United States, this book presents a model for reimagining adult higher education. Westbrook explores the reasons students enrolled in degree programs, how they experience their predominantly white institutions, and how their experiences affect their lives. Employing Critical Race Theory and Christian theology as frameworks for evaluating the students’ experiences, the author sheds light on the ways African American experiences to inform, critique, and shape Christian adult learning in higher education. (From the Publisher)

Table Of Content:
Ch 1. Introduction
Ch 2. Critical Race Theory as a Framework for Exploring
Ch 3. Imago Dei as a Theological Framework
Ch 4. Phenomenology as a Methodological Framework
Ch 5. Theme One: Goals for Education
Ch 6. Theme Two: Adult Learning Conditions
Ch 7. Theme Three: Support Systems
Ch 8. Theme Four: Faith
Ch 9. Theme Five: Race
Ch 10. “Breaking the Cycle” of Racialization

Additional Info:
The preeminent authority on religion in America advances an important public dialogue on the proper role of religion in educating and forming the next generation within a pluralist society. (From the Publisher)

Table Of Content:
Introduction: Why Read This Book?

Just What Are We Talking About, Anyway?
Why This Civil Conversation Is Urgent.
A Historical Map of the Present Situation.
Religion and Education: The Pitfalls of Engaging a Complex Issue.
Why Religion Belongs in Publicly Funded Primary and Secondary Education
The Religious Schooling Response.
Public Universities and Graduate Education.
Religion and Higher Education: A Specific AgAnda for Advancing the Conversation.
After Listening, a Time to Act.

Resources.
Notes.
The Author
. About the Public Religion Project.
Index.

Additional Info:
Click Here for Book Review
As it is now backed by an impressive number of courses, academic programs and centers, faculty positions, journals and publications, funding, and professional partnerships, there is no longer a question as to whether the interreligious/interfaith field exists. But its meaning and import are still being debated. How is this field distinct from, yet similar to, other fields, such as religious or theological studies? What are its signature pedagogies and methodologies? What are its motivations and key questions? In other words, what is the shape of interfaith and interreligious studies, and what is its distinct contribution? These questions are the driving force behind this anthology. (From the Publisher)

Table Of Content:
Introduction (Eboo Patel, Jennifer Howe Peace, Noah J. Silverman)

I. CONSTRUCTIONS: MAPPING THE FIELD
Ch 1. (Inter)Religious Studies: Making a Home in the Secular Academy (Kate McCarthy)
Ch 2. From the History of Religions to Interfaith Studies: A Theological Educator’s Exercise in Adaptation (Deanna Ferree Womack)
Ch 3. Common Ground: Imagining Interfaith Studies as an Inclusive, Interdisciplinary Field (Elizabeth Kubek)
Ch 4. Constructing Interreligious Studies: Thinking Critically About Interfaith Studies and the Interfaith Movement (Amy L. Allocco, Geoffrey D. Claussen, and Brian K. Pennington)
Ch 5. Learning from the Field: Six Themes from Interfaith/Interreligious Studies Curricula (Kristi Del Vecchio and Noah J. Silverman)

II. PEDAGOGY AND CLASSROOM PRACTICES
Ch 6. Transforming Introductory Courses in Religion: From World Religions to Interreligious Studies (Kevin Minister)
Ch 7. Using the Case Method in Interfaith Studies Classrooms (Ellie Pierce)
Ch 8. Teaching the “Most Beautiful of Stories”: Narrative Reflection as a Signature Pedagogy for Interfaith Studies (Matthew Maruggi and Martha E. Stortz)
Ch 9. A Pedagogy of Listening: Teaching the Qur’an to Non-Muslims (Michael Birkel)
Ch 10. Meeting Others, Seeing Myself: Experiential Pedagogies in Interfaith Studies (Wakoh Shannon Hickey and Margarita M. W. Suárez)

III. CHALLENGES AND CHOICES
Ch 11. Six Issues That Complicate Interreligious Studies and Engagement (Rachel S. Mikva)
Ch 12. The Promising Practice of Antiracist Approaches to Interfaith Studies (Jeannine Hill Fletcher)
Ch 13. The Possibility of Solidarity: Evangelicals and the Field of Interfaith Studies (Marion H. Larson and Sara L. H. Shady)
Ch 14. Water, Climate, Stars, and Place: Toward an Interspecies Interfaith Belonging (Lisa E. Dahill)

IV. APPLICATIONS BEYOND THE CLASSROOM
Ch 15. The Value of Interreligious Education for Religious Leaders (Jennifer Howe Peace and Or N. Rose)
Ch 16. From Prison Religion to Interfaith Leadership for Institutional Change (Barbara A. McGraw)
Ch 17. Interfaith Studies and the Professions: Could Heightened Religious Understanding Seed Success within Secular Careers? (Mark E. Hanshaw with Usra Ghazi)
Ch 18. Toward an Interreligious City: A Case Study (Heather Miller Rubens, Homayra Ziad, and Benjamin E. Sax)

Acknowledgments

Editor Biographies

Contributor Biographies

Notes

Index

Additional Info:
Journal Issue.

Table Of Content:
Theological School and the Minister’s Continuing Education (Connolly C. Gamble, Jr.)
Needs of the Church’s Ministry Basic to Planning Continuing Education (Reuel L. Howe)
Patterns of Continuing Education
(1) Four Programs at Union in Richmond (Connolly C. Gamble, Jr.)
(2) Harvard’s Merrill Fellowship Program (J. Lawrence Burkholder)
(3) The Presbyterian Institute of Industrial Relations (Marshal L. Scott)
(4) S.T.M. Program at Gettysburg (Herbert W. Stroup, Jr.)
(5) S.T.D. Education at San Francisco (Henry Babcock Adams)
Should Primary Responsibility Rest on the Seminary?
(Yes) Parker Rossman
(No) John Douglas Clyde
Advantages and Hazards for the Seminary in Continuing Education (Lynn Leavenworth)
How the Theological School Prepares for Continuing Education (R. Lewis Johnson)
Financing Continuing Education (John P. Stump)
Notes to:
Presidents (Robert V. Moss, Jr.)
Trustees (Donald J. Parsons)
Seminary Staff Officers (William A. Imler)
Librarians (Thomas Edward Camp)
Professors (Jesse H. Ziegler)

Additional Info:
An extended set of conversations conducted by three religious studies faculty teaching at large public universities in the Southern United States spurred these reflections on how their institutional locations inflected issues such as the cultural expectations students bring to the classroom, how these expectations interact with the evolving priorities of religious studies departments, and how these factors affect the balance among the various subfields of religious studies and theology that make up such departments.

Additional Info:
Reveals the deep and pervasive search for meaning that haunts Generation X. This book is must reading for anyone who would understand the spirituality of young people at the turn of a new millennium.—Robert A. Ludwig, author of Reconstructing Catholicism for a New Generation In Virtual Faith, Beaudoin explores fashion, music videos, and cyberspace concluding that his generation has fashioned a theology radically different from, but no less potent or valid than, that of their elders. Beaudoin's investigation of popular culture uncovers four themes that underpin his generation's theology. First, all institutions are suspect — especially organized religion. Second, personal experience is everything, and every form of intense personal experience is potentially spiritual. Third, suffering is also spiritual. Finally, this generation sees ambiguity as a central element of faith. This book opens a long overdue conversation about where and how we find meaning, and how we all can encourage each other in this central human searching. (From the Publisher)

Table Of Content:
Part One: Why Religion Still Matters: GenX, Pop Culture, and the Search for God
ch. 1 A GenX Journey: Living on the Boundary Between Religion and Culture
ch. 2 Formed by Pop Culture: The Shared Immersion That Makes Us a Generation
ch. 3 Being Virtually Religious: Appreciating GenX Irreverence

Part Two: How Religion Still Matters: Four Central Themes in GenX Religiosity
ch. 4 Institutions Are Suspect
ch. 5 Experience Is Key
ch. 6 Suffering Has a Religious Dimension
ch. 7 Ambiguity Is Central to Faith

Part Three: Being Religious Now: A New Understanding
ch. 8 Making the Virtual Lead Somewhere: A Spiritual Challenge to Generation X
ch. 9 Rediscovering Humility in Ministry: A Spiritual Challenge from Generation X

Conclusion: Giving Irreverence Its Due

Additional Info:
Journal Issue.

Table Of Content:
The Education of Ministers in Contemporary Society (Olin T. Binkley)
The Significance of the Church—World Dialogue for Theological Education (Harvey Cox)
Response to Professor Cox—II (Martin E. Marty)
Theological Education and Societal Revolution (John C. Bennett)
Response to President Bennett—I Richard Shaull)
Response to President Bennett—II (C. Shelby Rooks)
The Import of Ecumenical Developments for Theological Education—A Roman Catholic View (Walter J. Burghardt, S.J.)
The Import of Ecumenical Developments for Theological Education—A Protestant View (Paul S. Minear)
Response to Professors Burghardt and Minear—An Orthodox View (Alexander Schememann)
Sources of Renewal (Charles L. Taylor)
Notes to:
Presidents (Robert T. Fauth)
Trustees (Fred A. Replogle)
Seminary Staff Officers (Richard D. Curley)
Librarians (Niels H. Sonne)
Professors (Jesse H. Ziegler)
Educational Developments (John H. Lawton)
Appointment of Associate Director

Additional Info:
The Handbook of Race and Adult Education provides a discourse on the theory, the real-life experiences, and the structure of privileges within race and racism. Edited by leaders in this field, the unique resource presents ways for changes in classrooms, communities, and homes for marginalized or oppressed groups and individuals. As the first comprehensive resource on race, racism, and adult education, this book is essential for introductory level graduate students in understanding the complexity of race and racism in an educational context. (From the Publisher)

Table Of Content:
About the Authors
Acknowledgments
Foreword
The Beginning: Kitchen Table Dialogue

Part One: The Myth Versus the Reality of Race and Racism
ch. 1 Rebirth of the Indigenous Spirit: Turning the World Right Side Up (Rose Borunda)
ch. 2 Reading, Writing, and Racism: Developing Racial Literacy in the Adult Education English Classroom (Yolanda Sealey-Ruiz)
ch. 3 Experiencing the Race, Gender, and Socioeconomic Divide in Academia: A Chicana Perspective (Raquel A. Gonzales and Maria Mejorado)
ch. 4 Transforming Teaching and Learning: Teaching Race (Nichole M. Ray)
ch. 5 "Who Is This Cowboy?" Challenging the Cultural Gatekeepers (Lesley Ngatai)
Reflection One: Healing: A Journey Through Conversations on Race and Gender

Part Two: Problematizing "Whiteness," Supremacy, and Privilege: Their Impact on Race
ch. 6 White Whispers: Talking About Race in Adult Education (Lisa M. Baumgartner)
ch. 7 Transforming White Consciousness (Doug Paxton)
ch. 8 Adult Education and the Problem of the Color (Power) Line: Views from the Whiter Side (Elaine Manglitz, Ronald M. Cervero)
ch. 9 White on White: Developing Capacity to Communicate About Race with Critical Humility (European-American Collaborative Challenging Whiteness)
Reflection Two: Struggling: A Journey of Comfort and Discomfort

Part Three: Theoretical Responses to Race and Racism
ch. 10 An Exploration of Critical Race Theory (Rosemary B. Closson)
ch. 11 Musings on Controversial Intersections of Positionality: A Queer Crit Perspective in Adult and Continuing Education (Mitsunori Misawa)
ch. 12 Challenging Racism Through Postcolonial Discourse: A Critical Approach to Adult Education Pedagogy (Mary V. Alfred)
ch. 13 Black Skins, No Mask (Taj Johns)
ch. 14 Immigration, Racial Identity, and Adult Education: Reflections on a Transnational Paradigm of Resistance (Luis Kong)
ch. 15 A River Runs Through It: Building Bridges Across Racial Divisions in Urban Graduate Education (Catherine H. Monaghan and Catherine A. Hansman)
Reflection Three: Looking Inward: A Journey Through Dialogue and Reflections on Race

Part Four: Reframing the Field Through the Lens of Race
ch. 16 Mammies, Maids, and Mamas: The Unspoken Language of Perceptual and Verbal Racism (Doris A. Flowers)
ch. 17 The Race Card (Barbara Ford)
ch. 18 Expanding the Racialized Discourse: An Asian American Perspective (Ming-yeh Lee)
ch. 19 Challenges and Approaches to Racializing Discourse in a Privileged, White Dominant Society (LaJerne Terry Cornish)
ch. 20 Using an African-Centered Paradigm for Understanding Race and Racism in Adult Education (Derise E. Toliver)
Reflection Four: Inpowering the Self: A Journey Toward Ending Racism

Part Five: Individual and Collective Responses to Race and Racism
ch. 21 Epilogue: Implications for Curriculum, Programming, and Research (Scipio A. J. Colin III, Vanessa Sheared, Juanita Johnson-Bailey, Stephen D. Brookfield)

Index

Additional Info:
This Forum collects the papers presented at a 2010 panel at the Society of Biblical Literature, an outcome of a Wabash Center funded grant project. The project examined the unique dimensions and experiences of teaching Biblical exegesis at the six historically black theological schools (HBTSs), including discussion of the unique needs of HBTS students and their communities, and appropriate learning goals and effective teaching practices for this context. None of the biblical studies faculty were prepared as graduate students for the unique challenges that they have encountered teaching at a HBTS, so they have all had to “learn on the job” how best to approach the unique needs of the student body. The brief statements collected here summarize the findings from the project, describe and analyze some effective teaching strategies, and offer suggestions for continuing the conversation.

Additional Info:
The Active Life is Parker J. Palmer's deep and graceful exploration of a spirituality for the busy, sometimes frenetic lives many of us lead. Telling evocative stories from a variety of religious traditions, including Taoist, Jewish, and Christian, Palmer shows that the spiritual life does not mean abandoning the world but engaging it more deeply through life-giving action. He celebrates both the problems and potentials of the active life, revealing how much they have to teach us about ourselves, the world, and God. (From the Publisher)

Table Of Content:
Preface (1999)

ch. 1. Spirituality in Action: On Being Fully Alive
ch. 2. Action and Contemplation: A Living Paradox
ch. 3. "Active Life": The Shadow Side
ch. 4. "The Woodcarver": A Model for Right Action
ch. 5. "The Angel": Action, Failure, and Suffering
ch. 6. "Jesus in the Desert": The Temptations in Action
ch. 7. "Loaves and Fishes": Acts of Scarcity or Abundance
ch. 8. "Threatened with Resurrection": Acts of Death or New Life

Notes About the Author

Additional Info:
What does it mean to lead a truly "life-giving way of life"? What kinds of learning and teaching will best prepare ministers to foster such a way of life in their congregations? How might teachers of practical theology best understand and undertake their task to educate and form ministers? Respected scholars and ministers explore such questions in For Life Abundant, probing and clarifying the significance of practical theology in the classroom, in the wider academy, and in actual ministry settings. (From the Publisher)

Table Of Content:
Introduction by Dorothy C. Bass and Craig Dykstra

Part 1 Envisioning Practical Theology
ch. 1 Ways of Life Abundant by (Dorothy C. Bass)
ch. 2 Pastoral and Ecclesial Imagination by (Craig Dykstra)
ch. 3 Mapping the Field of Practical Theology by (Kathleen A. Cahalan and James R. Nieman)

Part 2 Practical Theology in the Classroom
ch. 4 Introducing Ministry and Fostering Integration: Teaching the Bookends of the Master of Divinity Program by (Kathleen A. Calahan)
ch. 5 Teaching Worship as a Christian Practice by (John D. Witvliet)
ch. 6 Liturgy and Life: An Account of Teaching Ritual Practices by (James R. Nieman)
ch. 7 Practical Theology and Pedagogy: Embodying Theological Know-How (Bonnie J. Miller-McLemore)

Pt. 3 Practical Theology in the Wider Academy
ch. 8 Practical Theology in Two Modes (Serene Jones)
ch. 9 History, Practice, and Theological Education (David D. Daniels III and Ted A. Smith)
ch. 10 Practical Theology on the Quad: Doctoral Study in Practical Theology in a University Context (Thomas G. Long)

Part 4 Practical Theology in Ministry ch. 11 Learning Ministry over Time: Embodying Practical Wisdom (Christian Scharen)
ch. 12 Transition into Ministry: Preconceiving the Boundaries between Seminaries and Congregations (David J. Wood)
ch. 13 Shaping Communities: Pastoral Leadership and Congregational Formation (Peter W. Marty)
ch. 14 Educating and Forming Disciples for the Reign of God: Reflections on Youth Pilgrimages to the Holy Land (Gordon S. Mikosi)

Part 5 For Life Abundant
ch. 15 In Anticipation

Acknowledgements
Contributors
Index

Additional Info:
With lively stories and compelling analysis, Gary Howard takes his readers on a journey of personal and professional transformation. From his 25 years of experience as a multicultural educator, he looks deeply into the mirror of his own racial identity to discover what it means to be a culturally competent White teacher in racially diverse schools. Inspired by his extensive travel and collaboration with students and colleagues from many different cultures, We Can't Teach What We Don't Know offers a healing vision for the future of education. (From the Publisher)

Table Of Content:
ch. 1 White man dancing : a story of personal transformation

ch. 2 White dominance and the weight of the West

ch. 3 Decoding the dominance paradigm

ch. 4 White educators and the river of change

ch. 5 Mapping the journey of white identity development

ch. 6 Ways of being white : a practitioner's approach to multicultural growth

ch. 7 White teachers and school reform : toward a transformationist pedagogy

ch. 8 Our unfinished work : white educators and La Tierra Transformativa

Additional Info:
John Bracke and Karen Tye, a biblical scholar and a religious educator, have come together to offer a vital new work of practical insight into the task of teaching the Bible in the church. Intended for pastors, church educators, lay teachers, and those in seminary, this book provides a blueprint for effective teaching that lead beyond just conveying information to opening oneself and the learner to transformation through the text. It is teaching the Bible in its most faithful form, as an invitation to fully encounter the scriptures and the God who empowers transformation. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 Teaching the Bible: How We Learn
ch. 2 Teaching the Bible: How We Teach
ch. 3 Teaching the Bible: An Intercultural Education Experience
ch. 4 Teaching the Bible: Issues of Interpretation
ch. 5 Teaching the Bible: Putting It All Together

Notes

Additional Info:
“Polished, clear, insightful, and meaningful.... This volume amounts to nothing less than a complete rethinking of what progressive education can be at its best and how education can be reconceptualized as one of the central practices of a genuinely democratic and sustainable society.... It is the kind of book that has the potential to be transformative.”

Stephen Preskill, University of New Mexico

“The editors and contributors are pioneers in the field of educational theory, policy, and philosophy.... They are opening new areas of inquiry and educational reform in ways that promise to make this book in very short time into a classic.... The practical applications and experiments included reveal the richness of grassroots initiatives already underway to bring educational theory and policy down to earth. While spanning the richest and deepest intellectual ideas and concepts, the stories told are the types that practitioners and teachers will be able to relate to in their daily undertakings.”

Madhu Suri Prakash, The Pennsylvania State University

This volume — a landmark contribution to the burgeoning theory and practice of place-based education — enriches the field in three ways: First, it frames place-based pedagogy not just as an alternative teaching methodology or novel approach to environmental education but as part of a broader social movement known as the “Anew localism”, which aims toward reclaiming the significance of the local in the global age. Second, it links the development of ecological awareness and stewardship to concerns about equity and cultural diversity. Third, it presents examples of place-based education in action. The relationship between the new localism and place-based education is clarified and the process of making connections between learners and their wider communities is demonstrated. The book is organized around three themes:

• Reclaiming Broader Meanings of Education
• Models for Place-Based Learning
• Global Visions of the Local in Higher Education

This is a powerfully relevant volume for researchers, teacher educators, and students across the fields of curriculum theory, educational foundations, critical pedagogy, multicultural education, and environmental education. (From the Publisher)

Table Of Content:
Preface
Contributor List
Introduction: Making Room for the Local

ch. 1 Models for Place-Based Learning
ch. 2 Place-Based Curricular and Pedagogical Models: My Adventures in Teaching Through Community Contexts (Clifford E. Knapp)
ch. 3 The Fringe of Nirvana: Aesthetic Places and the Art Classroom (Mark Graham)
ch. 4 Star: Service to All Relations (Mark Sorensen)
ch. 5 Youth as Resources in Revitalizing Communities (Julie Bartsch)
ch. 6 Environmental Justice in Egleston Square (Elaine Senechal)
ch. 7 Creating a Place for Indigenous Knowledge in Education: The Alaska Native Knowledge Network (Ray Barnhardt)
ch. 8 Reclaiming Broader Meanings of Education
ch. 9 Place-Based Education: Grounding Culturally Responsive Teaching in Geographical Diversity
ch. 10 No Child Left Inside: Nature Study as a Radical Act
ch. 11 Overlooked Opportunity: Students, Educators, and Education Advocates Contributing to Community and Economic Development
ch. 12 Place: Where Diversity and Community Can Converge
ch. 13 Global Visions of the Local in Higher Education
ch. 14 Place in Leadership Formation: The Institute for Educational and Community Leadership (IECL)
ch. 15 Multiculturalism, Conflict, and Struggle: Place as Meeting Ground in Israeli Education
ch. 16 Learning Country: A Case Study of Australian Place-Responsive Education
ch. 17 Place-Based Teacher Education

Afterword: Creating a Movement to Ground Learning in Place
Author Index
Index

Additional Info:
This book offers a wealth of thinking about the complex and often contradictory definitions surrounding the concepts of plagiarism and intellectual property. The authors show that plagiarism is not nearly as simple and clear cut a phenomenon as we may think. Contributors offer many definitions and facets of plagiarism and intellectual property, demonstrating that if defining a supposedly "simple" concept is difficult, then applying multiple definitions is even harder, creating practical problems in many realms. This volume exposes the range and breadth of these overlapping and complex issues, reflecting a postmodern sensibility of fragmentation, and clarifies some of the confusion, not by reducing plagiarism to ever-simpler definitions and providing new or better rules to apply, but by complicating the issue, examining what plagiarism and intellectual property are (and are not) in our more or less postmodern world. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments
Introduction

Pt. I Definitions
Legal and Historical Definitions
Copy Wrong: Plagiarism, Process, Property, and the Law (Laurie Stearns)
Originality, Authenticity, Imitation, and Plagiarism: Augustine's Chinese Cousins (C. Jan Swearingen)
Intellectual Property, Authority, and Social Formation: Sociohistorical Perspectives on the Author Function (James Thomas Zebroski)
Competing Notions of Authorship: A Historical Look at Students and Textbooks on Plagiarism and Cheating (Sue Carter Simmons)
Academic Definitions
Whose Words These Are I Think I Know: Plagiarism, the Postmodern, and Faculty Attitudes (Alice M. Roy)
"But I Wasn't Cheating": Plagiarism and Cross-Cultural Mythology (Lisa Buranen)
A Distant Mirror or Through the Looking Glass? Plagiarism and Intellectual Property in Japanese Education (L.M. Dryden)
The New Abolitionism Comes to Plagiarism (Rebecca Moore Howard)
Literary and Theoretical Definitions
The Illusion of Modernist Allusion and the Politics of Postmodern Plagiarism (Kevin J.H. Dettmar)
Poaching and Plagiarizing: Property, Plagiarism, and Feminist Futures (Deborah Halbert)
From Kant to Foucault: What Remains of the Author in Postmodernism (Gilbert Larochelle)
Imperial Plagiarism
Literary Borrowing and Historical Compilation in Medieval China (Robert André LaFleur)

Pt. II Applications
In the Writing Center
Writing Centers and Plagiarism (Irene L Clark)
Writing Centers and Intellectual Property: Are Faculty Members and Students Differently Entitled? (Carol Peterson Haviland and Joan Mullin)
Plagiarism, Rhetorical Theory, and the Writing Center: New Approaches, New Locations (Linda Shamoon and Deborah H. Burns)
In Academic Administration
Confusion and Conflict about Plagiarism in Law Schools and Law Practice (Terri LeClercq)
Student Plagiarism as an Institutional and Social Issue
When Collaboration Becomes Plagiarism: The Administrative Perspective (Edward M. White)
In Instruction and Research
Plagiarism as Metaphor (David Leight
The Ethics of Appropriation in Peer Writing Groups (Candace Spigelman)
The Role of Scholarly Citations in Disciplinary Economies (Shirley K. Rose)
In the Marketplace
Brand Name Use in Creative Writing: Genericide or Language Right? (Shawn M. Clankie)
GenX Occupies the Cultural Commons: Ethical Practices and Perceptions of Fair Use (John Livingston-Webber

Works Cited
Contributors
Index

Additional Info:

Additional Info:
Journal Issue.

Table Of Content:
Why A Conference on the Black Religious Experience and Biblical Studies
(C. Shelby Rooks)
Perspectives and Questions: The Black Religious Experience and Biblical Studies
(Charles B. Copher)
Reflections and Meditations on the Training of Religious Leaders for the New Black Generation
(Vincent Harding)
Black Power, Black Theology, and the Study of Theology and Ethics
(James H. Cone)
Issues and Perspectives: The Practical Field and its Relationship to the Black Man’s Practice of the Christian Faith
(Henry H. Mitchell)
Reports from the Workshop:
The Biblical Field (Robert A. Bennet)
The Historical Field (Charles H. Long)
The Practical Field (J. Archie Hargraves)
Notes to:
Presidents (Reuben H. Huenemann)
Trustees (C. Davis Weyerhauser)
Professors (Eugene I. Van Antwerp)
Librarians (Ronald F. Deering)
Seminary Staff Members (Herbert L. Jones)

Additional Info:
Journal Issue.

Table Of Content:
The Purpose of Black Studies
Student Recruitment, Admissions, and Financial Aid
Curriculum and Field Experience
Black Faculty
Some Areas of Research
Placement
The Committee
(Supplement is a Report of the Special AATS Committee—May 1970)

Additional Info:
How important is religion for young people in America today? What are the major influences on their developing spiritual lives? How do their religious beliefs and practices change as young people enter into adulthood?

Christian Smith's Souls in Transition explores these questions and many others as it tells the definitive story of the religious and spiritual lives of emerging adults, ages 18 to 24, in the U.S. today. This is the much-anticipated follow-up study to the landmark book, Soul Searching: The Religious and Spiritual Lives of American Teenagers. Based on candid interviews with thousands of young people tracked over a five-year period, Souls in Transition reveals how the religious practices of the teenagers portrayed in Soul Searching have been strengthened, challenged, and often changed as they have moved into adulthood. The book vividly describes as well the broader cultural world of today's emerging adults, how that culture shapes their religious outlooks, and what the consequences are for religious faith and practice in America more generally. Some of Smith's findings are surprising. Parents turn out to be the single most important influence on the religious outcomes in the lives of young adults. On the other hand, teenage participation in evangelization missions and youth groups does not predict a high level of religiosity just a few years later. Moreover, the common wisdom that religiosity declines sharply during the young adult years is shown to be greatly exaggerated.
Painstakingly researched and filled with remarkable findings, Souls in Transition will be essential reading for youth ministers, pastors, parents, teachers and students at church-relatedschools, and anyone who wishes to know how religious practice is affected by the transition into adulthood in America today. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Brad, June, and Amanda
ch. 2 The Cultural Worlds of Emerging Adults
ch. 3 Emergency Adult Religion in Life Course and Historical Perspective
ch. 4 Religious Affiliations, Practices, Beliefs, Experiences, and More
ch. 5 The Cultural Structures of Emerging Adult Religion
ch. 6 Six Major Religious Types
ch. 7 The Teenagers of Soul Searching
ch. 8 Religious Trajectories from the Teenage Years
ch. 9 Religious Faith and Emerging Adult Life Outcomes
ch. 10 Making Some Sense of It All

Appendix A. Additional Tables and Figures
Appendix B. Research Methodology
Notes

Index

Additional Info:
Racial Battle Fatigue is described as the physical and psychological toll taken due to constant and unceasing discrimination, microagressions, and stereotype threat. The literature notes that individuals who work in environments with chronic exposure to discrimination and microaggressions are more likely to suffer from forms of generalized anxiety manifested by both physical and emotional syptoms. This edited volume looks at RBF from the perspectives of graduate students, middle level academics, and chief diversity officers at major institutions of learning. RBF takes up William A. Smith’s idea and extends it as a means of understanding how the “academy” or higher education operates. Through microagressions, stereotype threat, underfunding and defunding of initiatives/offices, expansive commitments to diversity related strategic plans with restrictive power and action, and departmental climates of exclusivity and inequity; diversity workers (faculty, staff, and administration of color along with white allies in like positions) find themselves in a badlands where identity difference is used to promote institutional values while at the same time creating unimaginable work spaces for these workers. (From the Publisher)

Table Of Content:
Foreword
Preface
Introduction (Roland W. Mitchell, Kenneth J. Fasching-Varner, Katrice A. Albert, and Chaunda M. Allen)

ch. 1 A Testimony of a Black Male Cadet Facing Racial Battle Fatigue (Melvin (Jai) Jackson)
ch. 2 Navigating the Academy, Creating Counterspaces: Critically Examining the Experiences of Three PhD Students of Solor (Laura S. Yee, Roderick L. Carey, and Wyletta S. Gamble)
ch. 3 What Are You Anyway?: Racial Fatigue as a Daily Experience in Public Schools (Boni Wozolek)
ch. 4 The Ubiquitous White Shadow: A Counternarrtive of a Doctoral Student in a “Liberal" Teacher Education Program (Roberto Montoya)
ch. 5 Traumatic Pedagogy: When Epistemic Privilege and White Privilege Collide (Tapo Chimbganda)
ch. 6 Black. Woman. Non-Traditional Other: Creating Hybrid Spaces in Higher Education (Tammie Jenkins)
ch. 7 Indigenous Peoples in the Racial Battle Lands (Bryan McKinley Jones Brayboy)
ch. 8 I Ain't Your Doc Student ": The Overwhelming Presence of Whiteness and Pain at the Academic Neo Plantation (Cheryl E. Matias)
ch. 9 Assault in the Academy: When it Becomes More Than Racial Battle Fatigue (Cleveland Hayes)
ch. 10 Psychological Heuristics: Mental/Emotional Designs of Racial Battle Fatigue and the Tenure/Promotion Terrain for Faculty of Color (Noelle Witherspoon Arnold)
ch. 11 Examining Intra-Group Racism and Racial Battle Fatigue in Historically Black Colleges and Universities (Leslie V. Collins)
ch. 12 Narratives From the Allied Front: Can People Not of Color Have Racial Battle Fatigue? (Walter S. Gershon and Robert J. Helfenbein)
ch. 13 Wearing You Down: The Influence of Racial Battle Fatigue on Academic Freedom for Faculty of Color (Holley Locher & Rebecca Ropers-Huilman)
ch. 14 An Adopted Korean Speaks Out About His Racialized Experiences as a Faculty Member at a PWI (Nicholas D. Hartlep)
ch. 15 Racial Battle Fatigue and/as (Impostorship: Implications for Academic Mentoring and Psychosocial Development (T. Elon Dancy III)
ch. 16 We Didn't Know You Meant That by Diversity": Contested Diversity and Strategic (Administrative) Responses in Colleges of Education (Francisco Rios and Karen B. McLean Dade)
ch. 17 Standing on My Head Spitting (Indian Head) Nickels: Racial Battle Fatigue as it Relates to Native Americans in Predominately White Institutions of Higher Education (Deirdre A. Almeida)
ch. 18 Behind Enemy LineE: Critical Race Theory, Racial Battle Fatigue and Higher Education (Mark S. Giles)
ch. 19 A Hyphenated Life: Power and Liberation Within the Research Academy (David M. Callejo Perez)
ch. 20 Exploiting the Body and Denouncing the Mind: Navigating a Black Female Professional Identity Within the Academy (Kristie A. Ford)
ch. 21 Exercising Agency in the Midst of Racial Battle Fatigue: A Case for Intragroup Diversity (Gregory J. Vincent, Sherri L. Sanders, and Stella L. Smith)
ch. 22 Racial (and Gender) Battle Fatigue: The Transdisciplinary Applied Social Justice? Approach (Menah A.E. Pratt-Clarke)
ch. 23 Clashing with Tradition: The Chief Diversity Officer at White Public Institutions (Charles Robinson)

References
About the Contributors

Additional Info:
Journal Issue. Full text is available online.

Table Of Content:
ch. 1 Called to Educate (Lee H. Butler)
ch. 2 Daring to Engage the World (Daisy L. Machado)
ch. 3 The Cultivation of Imagination as Literacy for Theological Education (Emily Click)
ch. 4 Theological Literacy through World Religions (Elizabeth Conde-Frazier)
ch. 5 The Challenge of Theological Illiteracy for Teaching Comparative Theology (John J. Thatamanil)

Additional Info:
From the Publishers
Despite the intimidating reference to pedagogy in the title, the anthology is true to the encompassing notion of feminism as a foundation from which theories and disciplines can emanate in order to voice a variety of experience. The American, British, and Australian scholars provide compelling essays on identity, friendship, motherhood, hunger, the media, parenting, childcare, shame, and the silencing influences of legal systems and the academy. Unusual for this type of collection is a lone wolf contribution about learning to be a man--the "other half" viewpoint by which feminism marks its progress.

Table Of Content:
Acknowledgments
Introduction

ch. 1 Learning Identities and Differences
ch. 2 Women and Friendships: Pedagogies of Care and Relationality
ch. 3 Motherhood as Pedagogy: Developmental Psychology and the Accounts of Mothers of Young Children
ch. 4 Learning to Be a Man: Dilemmas and Contradictions of Masculine Experience
ch. 5 Hunger as Ideology
ch. 6 "Girls' Mags" and the Pedagogical Formation of the Girl
ch. 7 Childhood and Parenting in Children's Popular Culture and Childcare Magazines
ch. 8 Play for Profit
ch. 9 Women in the Holocene: Ethnicity, Fantasy, and the Film The Joy Luck Club
ch. 10 The Pedagogy of Shame
ch. 11 Reconsidering the Notions of Voice and Experience in Critical Pedagogy
ch. 12 Legal Pedagogy as Authorized Silence(s)
ch. 13 Everyday Life in the Academy: Postmodernist Feminisms, Generic Seductions, Rewriting and Being Heard

Contributors
Index

Additional Info:
Journal Issue.

Table Of Content:
A Preliminary Word from the TEF Directors
In Search of Renewal in Theological Education (Shoki Coe)
The TEF and the Uncertain Future of Third World Theological Education (James A. Berquist)
Theology of Liberation—Liberation of Theology Educational Perspectives (Aharon Sapsezian)
Whither Theological Education?An African Perspective (Desmond M.B. Tutu)
Southeast Asia Graduate School of Theology Advanced Theological Study in Context (Ivy Chou)
A Stance of Interdependence( Herbert M. Zorn)
Black American Graduate and Professional Doctors in Religion 1968–1973 (Marshall C. Grigsby)

Additional Info:
This book is as much, perhaps more, an exhortation to action than a piece of social science research. In an age when the idols of the tribe or the centrality of self are aggrandized, is it possible to restore a sense of human purpose that extends beyond place or person? To answer this question a core of 100 people, determined as "capable of sustaining commitment to the common good in the face of global complexity," were interviewed, not so much to "prove hypotheses" but to develop "fertile insights" for further research and action in order to "kindle a common fire and forge a new synthesis of practical wisdom." This requires people who can regard space as hospitable, inhabited by mentors and others capable of demonstrating that one can and ought to make a difference in the world; people who can develop habits of mind to engage others and a symbolic world, including the world of story and faith, capable of sustaining a committed consciousness. Two "interludes" describe those who exhibit that concern for the commons, and an epilogue suggests an individual and collective strategy to nourish the sense of the collective. (From the Publisher)

Table Of Content:
ch. 1 Connection and Complexity: The Challenge of the New Commons
ch. 2 Community: Becoming at Home in the World
ch. 3 Compassion: Living Within and Beyond the Tribe
ch. 4 Conviction: Developing Critical Habits of Mind
ch. 5 Courage: A Responsible Imagination
ch. 6 Confession: The Struggle with Fallibility
ch. 7 Commitment: The Power of the Double Negative

Epilogue Compass Points: The Power of Location and Direction

Additional Info:
In this essay I reflect on my experience thus far of teaching Islam as a non-Muslim at Metropolitan State University and at the University of St. Thomas in Minneapolis and St. Paul, Minnesota. I begin by narrating a conversation about conversion that I had with one of my Muslim students. Then I introduce the theme of multiplicity as a way of being, teaching, and learning. The third section illustrates the theme of multiplicity pedagogically with reference to institutional identity, choice of textbooks, topical organization of the course, the "mosque visit" assignment, and class composition and student roles in the classroom. I conclude in the fourth section with personal reflections on multiplicity in relation to credibility and identity, politics and transformation. The essay was inspired by my realization that I embody multiple religious identities, and that one of my purposes is to build community inside and outside the classroom in an effort not only to transcend the tendency of our culture to adopt an essentialist view of Islam as suspect and alien, but also to recover Islam as a universal religion and to consider its agenda for world transformation alongside those of other religions.

Additional Info:

Additional Info:
From the Publisher
"Those who ponder these pages will be renewed to love God with all their minds, to pursue truth, and to live faithfully."--David S. Dockery, Union University

What purpose do purely intellectual pursuits have in the lives of Christians? Why should Christians study subjects that have little bearing on their future careers and ministry? In a style reminiscent of the work of Arthur Holmes and Harry Blamires, veteran professor of philosophy Clifford Williams addresses these issues and more in this succinct and accessible examination of the life of the mind.

Christians cultivating the life of the mind actively pursue situations and discussions that require experimentation, reflection, and perseverance. They are interested in the acquisition of knowledge that is both unrelated and directly related to their faith. Williams answers common Christian objections to such activities, describes the virtues of the person who engages in the life of the mind, and asserts that the life of the mind is justifiably a Christian calling.

The Life of the Mind, the newest addition to the RenewedMinds imprint, is directed toward students contemplating the importance of college and intellectual activity in general, but it will be enjoyed by all committed to developing a Christian mind.


Table Of Content:
Preface
Acknowledgments

ch. 1 Why Do We Like to Think?
ch. 2 Is Thinking Good for Its Own Sake?
ch. 3 The Effects of Thinking
ch. 4 Tensions between the Life of the Mind and Christian Faith
ch. 5 Is the Life of the Mind at Odds with Culture?
ch. 6 The Crowd and the Community
ch. 7 The Hermit and the Explorer

Appendix
Questions for Reflection
Notes

Additional Info:
Journal Issue.

Table Of Content:
About Sound Teaching (Thomas W. Gillespie)
The Church Speaks to the Seminary (Michael J. Murphy)
The American Lutheran Church’s Expectations Resound Teaching (David Preus)
Preparation of Ministers Competent to Minister (Porter Routh)
The Seminary as the Church’s School (F. Thomas Trotter)
The Church Speaks to its Seminaries on Preparing of Christian Education Specialists (A. Lloyd Shorten)
Education Toward the Entire Church (John Hurst Adams)
The Lay Viewpoint (Howard Butt)
The Seminary Speaks to the Church about Trust, Freedom, and Support (J. Charles Hay)
A National Symbol of Confidence and Support (Jameson Jones)
Dream, Dream, Dream (Charles Shelby Rooks)
The Seminary Speaks to the Church about Opening Ministries for All Who are Prepared (Helen M. Wright)
Immersing For Ministry: Education and Evangelism in Church and Seminary (John Lynn Carr)
National Church Bodies and Interdenominational Theological Education (Grant S. Shockley)
Theological Reflections on Allocating Scarce Church Funds for Theological Education (Marlin E. Miller)

Additional Info:

Additional Info:
Project Overview
Introduction
Project Background and Methodology
Project Panel Members

The Nine Ministerial Duties
The Matrix: Duties and Tasks of a Catholic Priest
Rubric Key
One - Celebrates Liturgy and Sacraments
Two - Provides Pastoral Care and Spiritual Guidance
Three - Teaches the Faith
Four - Leads Parish Administration
Five - Practices a Ministry of Presence with Parish Groups
Six - Participates in the Life of the Diocesan Church
Seven - Engages with Diverse Publics
Eight - Engages in Professional Development
Nine - Engages in Personal Development
The Use of an Assessment Portfolio in Seminary Formation
Sample Elements of a Seminarian Portfolio

Appendix
The Successful Priest - Skills and Knowledge
The Successful Priest - Behaviors and Attributes
Resources for Priests
Defining the Current Context of the Ministry

Table Of Content:
From the Publisher
Offers a profile of what a successful priest needs to know and be able to do. It outlines nine major areas of ministerial concern - the duties - and enumerates several tasks within each performance area. Four levels of competency are described for each task, with accompanying descriptions, laid out in a chart format. An excellent guide for priests to use in self-assessment and professional growth plans.

Additional Info:
This explosive book examines the current state of civil rights in the U.S. through the unique experiences of Asian Americans. In the tradition of W.E.B. Du Bois, Cornel West, and other public intellectuals who have confronted the "color line" of the twentieth century, journalist, scholar, and activist Frank H. Wu offers a unique perspective on how changing ideas of racial identity will affect race relations in the new century.

Often provocative and always thoughtful, this book addresses some of the most controversial contemporary issues: discrimination, immigration, diversity, globalization, and the mixed race movement, introducing the example of Asian Americans to shed new light on the current debates. Mixing personal anecdotes, social science research, legal cases, history, and original journalistic reporting, Wu tackles Asian American stereotypes like "the model minority" and "the perpetual foreigner," and shows how these seemingly innocuous concepts have harmed individuals and damaged relations between communities. By offering new ways of thinking about race in American society, Wu's work challenges us to make good on our great democratic experiment. (From the Publisher)

Table Of Content:
ch. 1 East Is East, East Is West: Asians as Americans
ch. 2 The Model Minority: Asian American "Success" as a Race Relations Failure
ch. 3 The Perpetual Foreigner: Yellow Peril in the Pacific Century
ch. 4 Neither Black Nor White: Affirmative Action and Asian Americans
ch. 5 True But Wrong: New Arguments Against New Discrimination
ch. 6 The Best "Chink" Food: Dog-Eating and the Dilemma of Diversity
ch. 7 The Changing Face of America: Intermarriage and the Mixed Race Movement
ch. 8 The Power of Coalitions: Why I Teach at Howard

Epilogue: Deep Springs
References
Notes
Acknowledgments
Index
About the Author

Additional Info:
At a time of widespread perplexity about the social role of humanistic scholarship, few disciplines are as anxious about their nature and purposes as academic theology. In this important work, W. Clark Gilpin, dean of the University of Chicago Divinity School, proposes that American theological scholarship become responsible to a threefold public: the churches, the academic community, and civil society. Gilpin approaches this goal indirectly, by investigating the historic social roles of Protestant theologians and the educational institutions in which they have pursued their scholarship and teaching. Ranging from analyses of the New England Puritan Cotton Mather to contemporary theologians as "public intellectuals," Gilpin proposes that we find out what theology is by asking what theologians do. By showing how particular cultural problems have always shaped the work of theologians, Gilpin's work profoundly illuminates the foundations of American academic theology, providing insights that will help guide its future. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction: What Do Theologians Do?

ch. 1 The Fruition of the Seminary Ideal, 1720-1830
ch. 2 Scholarship and the Culture of Protestantism, 1830-1880
ch. 3 The Case for Theology in the University, 1880-1930
ch. 4 Intellectual Center of the Church's Life, 1930-1960
ch. 5 The Background of Possibilities

Notes
Index

Additional Info:
Journal Issue.

Table Of Content:
ch. 1 The Impact of Pluralism on Trends in Lain American and U.S. Latino Religions and Society (Gastón Espinosa)
ch. 2 A Spirituality for a Multicultural Ministry (Elizabeth Conde-Frazier)
ch. 3 Response to Elizabeth Conde-Frazier (Gabriel Salguero)
ch. 4 U.S. Hispanic/Latino Identity and Protestant Experience: A Brief Introduction for the Seminarian (Zaida Maldonado Pérez)

Additional Info:
Where adolescents and young adults are looking for a solid, wide-ranging introduction to gender issues, Gmelch's survey may be a useful acquisition. Although its focus is the college campus, cultural anthropologist Gmelch, head of the women's studies program at Union College, takes a straightforward, practical approach that may be helpful in other contexts as well. Gmelch incorporates discussions of race, class, disability, sexual identity, body image, violence, and substance abuse in brief but focused chapters on gender issues; and she includes material on language and gender, opportunities for women in sports, and treatment of women in the media, the workplace in general, and politics. Each chapter closes with bullet-pointed "Did You Know?" and "What You Can Do" lists and annotated comments on videos and organizations; most include one or two apropos cartoons (sources include Nicole Hollander, Garry Trudeau, and the New Yorker). Mary Carroll (From the Publisher)

Table Of Content:
Acknowledgments
Gender Issues on Campus
ch. 1 What Is Feminism?
ch. 2 Sexism in the Genderless Classroom
ch. 3 Language and Gender
ch. 4 Women and Sports
Dealing With Diversity
ch. 5 Sexual Identity and Homophobia
ch. 6 Racism in the Colorblind Academy
ch. 7 Beyond the Coed
ch. 8 Women and Disability
Sexuality and the Body
ch. 9 Eating and Body Image
ch. 10 Women, Drinking, and Drugs
ch. 11 Sexuality and Reproductive Issues
ch. 12 Rape and Sexual Assault
College and Beyond
ch. 13 Women in the Media
ch. 14 Women and Work
ch. 15 Women and Politics
Appendix Safety on Campus
Notes
Index

Additional Info:
Journal Issue.

Table Of Content:
ch. 1 the impact of pluralism on trends in Latin American and U.S. Latino Religions and Society, (Gaston Espinosa)
ch. 2 A spirituality for a multicultural ministry (Elizabeth Conde-Frazier)
ch. 3 Response to Elizabeth Conde-Frazier, (Gabriel salguero)
ch. 4 U.S. Hispanic/ Latino Identity and Protestant, experience: a brief introduction for the seminarian, (Zaida maldonado perez)

Additional Info:
Journal Issue.

Table Of Content:
The Magisterium in History: A Theological Perspective (Avery Dulles)
The Teaching Office in the Church and Its Applications for Ministry and Theological Education: Questions and Discussion (Edward J. Frazer)
Authority and Theological Ecumenical Protestantism (John B. Cobb, Jr.)
The Protestant Minister and the Teaching Office of the Church (David C. Steinmetz)
Reflections on the New York Forum (Joseph A. Komonchak)
Reflection on the New York Forum: From Academy to Church (George Lindbeck)
Reflections on the St. Louis Forum: Teaching Offices in the Church (Robert J. Schreiter)
Reflections on the San Francisco Forum: The Teaching Offices of the Church and Theological Education (Joseph C. Hough, Jr.)

Additional Info:
Journal Issue.

Table Of Content:
Modernity and Its Disadvantaged: The Cultural Context of Theological Education (Barbara Watts Hargrove)
The Cultural Context: A Historical/Social Analysis (John H. Cartwright)
Vision, Reality and Challenge: Black Americans and North American Theological Education, 1959–83 (Charles Shelby Rooks)
The Preparation of Hispanics for the Ministry of the Church (Ruben P. Arnedddriz)
The Hispanic Search Beyond Biculturalism (Felipe J. Estevez)
Reflections on a Revival: The Native American Alternative (Steven Charleston)
The Role of Pacific and Asian Americans in Theological Education (Roy I. Sano)
Christian Feminists Speak (I. Carter Heyward, et al.)

Additional Info:
Sexual assault is prevalent, but many educators find themselves ill-prepared to address it in the classroom. This article conceptualizes a trauma sensitive pedagogy that engages the psychological, social, and theological implications of sexual assault for classroom conversations about sex and sexuality. First, the article examines the impact of the classic power disparity between student and teacher as a dynamic that can trigger recall of the abuse of power inherent in sexual violence. Next the article reframes understandings of trigger warnings to consider how they can be used to support educators in taking seriously the vulnerability of those who have experienced sexual assault. The article also presents perspectives on the role of “teacher self-disclosure” in facilitating conversations that acknowledge sexual assault, followed by a teaching strategy that demonstrates pedagogical sensitivity to trauma. Suggestions on how to support students through and beyond conversations that can trigger traumatic stress conclude the article.

Additional Info:
One page Teaching Tactic: students write an anonymous autobiography at the beginning of the semester, and return at the end of the semester to place their original reflections in conversation with the course readings.

Additional Info:
One page Teaching Tactic: scaffolded short, "in character" writing assignments in an online course, to foster critical reflection on different sides of an argument.

Additional Info:
The Hispanic community in the United States is growing by leaps and bounds. The most important institution in Hispanic barrios is the church. Government programs come and go, but the churches remain. So what could be more important than good Hispanic theological leadership? This book is unblinking about the problems involved. Lacking are financial and intellectual resources in otherwise excellent seminaries and other educational institutions. At the same time the book offers a vision of hope. It uses solid data to describe the willingness of many young people to get involved in religious leadership. It shows their eagerness to learn and to serve. The book concludes with a number of well examined and down to earth recommendations. (From the Publisher)

Table Of Content:
Acknowledgments
Foreword
ch. 1 The Context: Hispanic Communities Confronting Change
ch. 2 The Leaders: Hispanic Religious Leaders and Future Leaders
ch. 3 Educational Realities and Promises: Hispanic Perspectives and Experience in Advanced Theological Education
ch. 4 The Future: Moving From Implications to Actions
ch. 5 A New Kind of Leadership for a Diverse Theological Community
Conclusion: Reconstructing the Sacred Tower
Bibliography
Index

Additional Info:
One page Teaching Tactic: begins discussion of human sexuality and the Bible from students' social context rather than “what does the Bible say?” -- derails the rush to judgment and demonstrates the multiplicity of sexuality “issues” in the room.

Additional Info:
Podcast. Panel discussion of Jolyon Mitchell and Owen Gower's Religion and the News

Additional Info:
This article builds upon the theological insights of feminist and womanist theologians with respect to the sin of self-hate, and explores the ways in which gay male cyberculture inhibits the spiritual development of gay Asian men. 

Additional Info:
This article proposes strategies for teaching about sexuality in Islam through student-centered learning activities, such as self-reflection, multimedia presentations, and small group discussions. We focus on a diversity of perspectives related to veiling in Islam. The approaches we describe help students deconstruct and reevaluate common U.S. cultural assumptions that equate veiling in Islam with the oppression of Muslim women. Through the use of Likert scale questionnaires and written reflection papers, we have found that students are able to acknowledge and distinguish a multiplicity of perspectives regarding veiling and sexuality in Islam after they have been introduced to academic scholarship on the history of veiling, and after they have had multiple opportunities to engage in small and large group discussions on the topic.

Additional Info:
This article examines sexuality, a null curriculum in Asian-American faith communities, and explores pedagogical strategies to move the sexuality discourse to the explicit curriculum. The article first describes the current discussion of sexuality in Asian-American communities, then it critically analyzes the Confucian notion of the body, which has far-reaching influence on Asian-American views about sexuality, including those of Christians. The article then focus on demystification of the body, arguing that demystification is fundamental to Asian-American discussions about sexuality. Finally, it suggests pedagogical strategies for the teaching of sexuality in Asian-American contexts.

Additional Info:
Click Here for Book Review
Abstract: Theological education, like theology itself, is becoming a truly a global enterprise. As such, theological education has to form, teach, and train leaders of faith communities prepared to lead in a transnational world. The teaching of theology with a global awareness has to wrestle with the nature and scope of the theological curriculum, teaching methods, and the context of learning. Teaching Global Theologies directly addresses both method and content by identifying local resources, successful pedagogies of inclusion, and best practices for teaching theology in a global context. The contributors to Teaching Global Theologies are Catholic, mainline Protestant, and evangelical scholars from different racial and ethnic backgrounds, each with sustained connections with other parts of the world. Teaching Global Theologies capitalizes on this diversity to uncover neglected sources for a global theology even as it does so in constructive conversation with the long tradition of Christian thought. Bringing missing voices and neglected theological sources into conversation with the historical tradition enriches that tradition even as it uncovers questions of power, race, ethnicity, class, gender, and sexuality. Teachers are offered successful pedagogies for bringing these questions into the classroom and best practices to promote students’ global consciousness, shape them as ecclesial leaders, and form them as global citizens. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

Part I - Global Theology and Why It Matters
ch. 1 Teaching Theology from a Global Perspective (Kwok Pui-lan)
ch. 2 Listening for Fresh Voices in the History of the Church (William A. Dyrness)
ch. 3 Teaching Global Theology in a Comparative Mode (Veli-Matti Kärkkäinen)

Part II - Identity, Power, and Pedagogy
ch. 4 The Good of Education: Accessibility, Economy, Class, and Power (Cecilia González-Andrieu)
ch. 5 Identity Cross-Dressing while Teaching in a Global Context (Miguel A. Del La Torre)
ch. 6 Teaching Global Theology with Local Resources: A Chinese Theologian’s Strategies (Lai Pan-chiu)
ch. 7 Pedagogy for Being Human in Global Comparison (Dwight N. Hopkins)

Part III - Praxis and Responsibility
ch. 8 Teaching to Transform: Theological Education, Global Consciousness, and the Making of Global Citizens (Teresia Hinga)
ch. 9 Hablando Se Entiende la Gente: Tower of Babble or Gift of Tongues? (Loida I. Martell-Otero)
ch. 10 The Geopolitical and the Glocal: Situating Global Theological Voices in Theological Education (Eleazar S. Fernandez)

Notes
List of Contributors
Index

Additional Info:
"Graff offers a highly readable and down-to-earth perspective on some of the most ballyhooed issues in higher education today. . . . By encouraging us to argue together, he may yet help us to reason together."—Henry Louis Gates, Jr. Higher education should by a battleground of ideas: the real problem, Gerald Graff says, is that students are not getting more out of the battle. In this lively book, Graff argues that the "culture wars" now being fought over multiculturalism and political correctness are actually a sign of the intellectual vitality of American education—but they need to be used creatively, made part of the educational process itself. (From the Publisher)

Table Of Content:
Preface

ch. 1 Introduction: Conflict in America
ch. 2 The Vanishing Classics and Other Myths: Two Episodes in the Culture War
ch. 3 Ho to Save "Dover Beach"
ch. 4 Hidden Meaning, or, Disliking Books at an Early Age
ch. 5 "Life of the Mind Stuff"
ch. 6 Other Voices, Other Rooms
ch. 7 Burying the Battlefield, or, a Short History of How the Curriculum Became a Cafeteria Counter
ch. 8 When Is Something "Political"?
ch. 9 Turning Conflict into Community

Notes
Index

Additional Info:
Journal Issue. Full text is available online.

Table Of Content:
Contributors

Ch 1. Rejecting US Christianity in Hopes of Saving the Soul of the Nation (Miguel A. De La Torre)
Ch 2. Why Trump, and What Next? An (Ex-)Evangelical Response (David P. Gushee)
Ch 3. Protest and Resistance in the Trump Era (Kwok Pui-lan)
Ch 4. American Muslims in the Age of President Trump (Amir Hussain)
Ch 5. Are American Jews in Deep Trouble? (Santiago Slabodsky)
Ch 6. Making America Inclusive Again: A “Catholic” Approach to Our Neighbors (Miguel H. Díaz)
Ch 7. You Can’t Just Teach Your Way Out of Trumpism: A Systemic Analysis (Susan Brooks Thistlethwaite)

Resources

Additional Info:


Table Of Content:
Introduction

Part I: An Overview of Asian Pacific Americans
Part II: Stereotypes, Biases, and Obstacles
Part III: Asian Pacific American Women and the Academy

Notes
Selected Readings
Selected Asian Pacific American Organizations

Additional Info:
Click Here for Book Review
Abstract: There is still resistance in Christian institutions to interreligious dialogue. Many feel that such a practice weakens Christian faith, and promotes the idea that Christianity is merely one among many different religious options. When it comes to higher education, there is the fear that both college and seminary students will “lose their faith” if they are invited to study other religious traditions from a positive perspective.

Unfortunately, this attitude belies the current culture in which we live, which constantly exposes us to the beliefs and practices of others. Kristin Johnston Largen sees this setting as an opportunity and seeks to provide not only the theological grounding for such a position but also some practical advice on how both to teach and live out this conviction in a way that promotes greater understanding and respect for others and engenders a deeper appreciation of one’s own faith tradition.

Largen’s synopsis of interreligious education and suggested action includes contributions by Mary E. Hess and Christy Lohr Sapp. Hess and Sapp provide practical commentary regarding the successful implementation of Largen’s proposed approach. As a group, Largen, Hess, and Sapp create a text that extends pedagogical innovation in inspiring but practical ways. (From the Publisher)

Table Of Content:
Acknowledgments
ch. 1 Our Interreligious Life in the Twenty-First Century North American Context (Kristin Johnston Largen)
Chapter Praxis Points (Christy Lohr Sapp)
Praxis Point #1
Praxis Point #2
Praxis Point #3
Praxis Point #4
Praxis Point #5
Praxis Point #6
Chapter Response: What are Students’ Questions? (Mary Hess)

ch. 2 A Christian Rationale for Interreligious Teaching and Learning (Kristin Johnston Largen)
Chapter Praxis Points (Christy Lohr Sapp)
Praxis Point #7
Praxis Point #8
Praxis Point #9
Chapter Response: How Do We Understand Student Learning? (Mary Hess)

ch. 3 Outcomes, Strategies, and Assessment for Interreligious Teaching and Learning (Kristin Johnston Largen)
Chapter Praxis Points (Christy Lohr Sapp)
Praxis Point #10
Praxis Point #11
Praxis Point #12
Chapter Response: How Do Theological of the Pluralism of Faith Help? (Mary Hess)

Epilogue
Returning to the Questions with Which We Begin (Mary Hess)
Endings and Beginnings (Kristin Johnston Largen)
Works Cited
Photo Credits

Additional Info:
The author provides a provocative description of ways society's institutions have colluded to undermine the full development of women and girls. Relies on Gilligan and Kegan's theories of development; critiques Neibuhr's theology of sacrifice. Weaves biblical stories of women and personal stories into the data and suggests ways that parents, families -- and communities of faith can create environments in which girls and women may find their own voices as expressions of authentic selves. This book is being used by a women's discussion group in an Episcopal parish. Participants find it very provocative and insightful. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction
ch. 1 Theology and Women: Giving Our Selves Away
ch. 2 The Dance of Human Development: In Celebration of "Sheila"
ch. 3 Rebuilding Our Mothers' House: Caretaking and Being in Genuine Relation
ch. 4 Your Daughters Shall Prophesy: "Safe-Houses" for Raising Girls in Families and Communities of Faith
ch. 5 Wrestling with Our Sisters: Together Building Our Households of Faith
ch. 6 Women and Conversational Education: Hard Dialogue and Deep Connections in Communities of Faith
ch. 7 Caretaking Leadership: Women of Fire and Mothers of Israel
Notes
Selective Bibliography
Index

Additional Info:
Podcast Series. This Faith & Leadership podcast asks a fresh set of questions about leadership and the future of the church. The Rev. Bill Lamar and the Rev. Laura Everett talk with people of faith inside and outside the church -- conversations that breathe life into leaders struggling in their own valley of dry bones.

Additional Info:
Drawing on both her roots in Kentucky and her adventures with Manhattan Coop boards, Where We Stand is a successful black woman's reflection - personal, straight forward, and rigorously honest - on how our dilemmas of class and race are intertwined, and how we can find ways to think beyond them. (From the Publisher)

Table Of Content:
preface: where we stand
introduction: Class Matters

ch. 1 Making the Personal Political: Class in the Family
ch. 2 Coming to Class Consciousness
ch. 3 Class and the Politics of Living Simply
ch. 4 Money Hungry
ch. 5 The Politics of Greed
ch. 6 Being Rich
ch. 7 The Me-Me Class: The Young and the Ruthless
ch. 8 Class and Race: The New Black Elite
ch. 9 Feminism and Class Power
ch. 10 White Poverty: The Politics of Invisibility
ch. 11 Solidarity with the Poor
ch. 12 Class Claims: Real Estate Racism
ch. 13 Crossing Class Boundaries
ch. 14 Living without Class Hierarchy

Additional Info:
What's the problem with literacy at college? How might everyday literacy be harnessed for educational ends?

Based on the first major study of literacy practices in colleges in the UK, this book explores the reading and writing associated with learning subjects across the college curriculum. It investigates literacy practices in which students engage outside of college, and teaching and learning strategies through which these can help support the curriculum. With insightful analyses of innovative practices, it considers ways of changing teaching practices to enable students to draw upon their full potential.

Recent research work has challenged the myth of individual student deficit, arguing cogently that people have ‘funds of knowledge’ from diverse and vibrant cultural roots, and that these have been misguidedly disqualified by the education system. It has claimed that different ‘ways with words’ can provide valuable resources for learning. However, the empirical exploration of this claim has lagged far behind the theoretical debate. Improving Learning in College resolves this by showing the integrity and richness of the literacy practices of a significant population, not previously the focus of such research: those who take vocational and academic college courses in colleges. It addresses an issue which has not until now been developed within this research tradition: that of how these practices can not only be valued and validated, but mobilised and harnessed to enhance learning in educational settings.

This book will interest all teachers, teacher-educators and researchers concerned with post-compulsory education and vocational education in compulsory schooling. (From the Publisher)

Table Of Content:
Introduction

Part I What are the issues?
ch. 1 Literacies as a resource for learning in college

Part II What does the research tell us?
ch. 2 What students do with reading and writing in their everyday lives
ch. 3 Ways of understanding literacy practices
ch. 4 Literacies across the college curriculum
ch. 5 Comparisons across contexts: the textual mediation of learning on Childcare courses

Part III What are the implications?
ch. 6 Making a difference: the conception, implementation and analysis of changes in practice
ch. 7 Recontextualising the research: bilingual literacies for learning in Wales
ch. 8 Conceptualising the interface between everyday and curriculum literacy practices
ch. 9 Implications for learning in college and beyond

Appendix: researching literacies for learning
Bibliography
Index

Additional Info:
In 1986, 43 percent of Disciples clergy were between fifty and sixty. Where will their replacements come from, and how can we help them recognize and respond to their call? (From the Publisher)

Table Of Content:
(individual authors not identified)
Introduction

ch. 1 Practical, spiritual, and intellectual criteria for ministry
ch. 2 Ecclesiastical linkages
ch. 3 Congregational enlistment
ch. 4 Faith development
ch. 5 Changing North American demographics
ch. 6 Disciples women in ministry
ch. 7 Characteristics for success

Afterword
Notes
Bibliography

Additional Info:
The first intensive, close-up investigation of the practice and teaching of religion at American colleges and universities, Religion on Campus is an indispensable resource for all who want to understand what religion really means to today's undergraduates.

To explore firsthand how college students understand, practice, and learn about religion, the authors visited four very different U.S. campuses: a Roman Catholic university in the East, a state university in the West, a historically black university in the South, and a Lutheran liberal arts college in the North. They interviewed students, faculty members, and administrators; attended classes; participated in worship services; observed prayer and Bible study groups; and surveyed the general ethos of each campus. The resulting study makes fascinating and important reading for anyone--including students, parents, teachers, administrators, clergy, and scholars--concerned with the future of young Americans.

Challenging theories of the secularization of higher education and the decline of religion on campus, this book reveals that both the practice and the study of religion are thriving, nourished by a campus culture of diversity, tolerance, and choice.(From the Publisher)

Table Of Content:
Acknowledgments

ch. 1 Introduction
ch. 2 West University
ch. 3 South University
ch. 4 East University
ch. 5 North College
ch. 6 Conclusion

App. A Research Methods
App. B In-Class Questionnaire

Index

Additional Info:
Journal Issue. Full text is available online.

Table Of Content:
Editorial Introduction (David A. Roozen)
Globalization in Mid-America (Richard F. Veith)
Evangelicals in Transition (Robert L. Stivers)
Globalization is Closing in on Us (Ronald C. White, Jr.)
Globalization Begins at Home (James N. Pankratz)
Globalization in the Rising Sunbelt (Erksine Clarke)
Piece by Piece: A Mosaic of Global Theological Education (Anne C. Reissner)
Globalization: A Study of Institutional Change in Theological Education (David S. Schuller)

Additional Info:
Intergroup dialogue has emerged as an effective educational and community building method to bring together members of diverse social and cultural groups to engage in learning together so that they may work collectively and individually to promote greater diversity, equality and justice.

Intergroup dialogues bring together individuals from different identity groups (such as people of color and white people; women and men; lesbian, gay, and bisexual people and heterosexual people), and uses explicit pedagogy that involves three important features: content learning, structured interaction, and facilitative guidance.

The least understood role in the pedagogy is that of facilitation. This volume, the first dedicated entirely to intergroup dialogue facilitation, draws on the experiences of contributors and on emerging research to address the multi-dimensional role of facilitators and co-facilitators, the training and support of facilitators, and ways of improving practice in both educational and community settings. It constitutes a comprehensive guide for practitioners, covering the theoretical, conceptual, and practical knowledge they need.

Presenting the work and insights of scholars, practitioners and scholar-practitioners who train facilitators for intergroup dialogues, this book bridges the theoretical and conceptual foundations of intergroup relations and social justice education with training models for intergroup dialogue facilitation.

It is intended for staff, faculty, and administrators in higher education, and community agencies, as well as for human resources departments in workplaces. (From the Publisher)

Table Of Content:
Foreword

ch. 1 Deepening the Layers of Understanding and Connection: A Critical-Dialogic Approach to Facilitating Intergroup Dialogues
ch. 2 In the Hands of Facilitators - Student Experiences in Dialogue and Implications for Facilitator Training

Section One: Intergroup Dialogue Facilitation:Training for Classroom-based Experiences
ch. 3 Training Peer Facilitators as Social Justice Educators: Integrating Cognitive and Affective Learning
ch. 4 Facilitator Training in Diverse, Progressive Residential Communities: Occidental College as a Case Study
ch. 5 Preparing Critically Reflective Intergroup Dialogue Facilitators: A Pedagogical Model and Illustrative Example
ch. 6 (Re)Training Ourselves: Professionals Who Facilitate Intergroup Dialogue

Section Two: Intergroup Dialogue Facilitation Training for Applications to Campus and Community Settings
ch. 7 Training Students to Change Their Own Campus Culture Through Sustained Dialogue
ch. 8 Democracy Lab: Online Facilitation Training for Dialogic Teaching and Learning
ch. 9 Intergroup Dialogue Facilitation for Youth Empowerment and Community Change
ch. 10 Extending Intergroup Dialogue Facilitation to Multicultural Social Work Practice

Section Three: Learning From and With Intergroup Dialogue Facilitators: Voices on Identity, Alliances, and Career Commitments
ch. 11 Identity Matters: Facilitators’ Struggles and Empowered Use of Social Identities in Intergroup Dialogue
ch. 12 Not FOR Others, But WITH Others, For ALL of Us: Weaving Relationships, Co-Creating Spaces of Justice
ch. 13 Changing Facilitators, Facilitating Change:The Lives of Intergroup Dialogue Facilitators Post-College

Contributor Biographies
Index

Additional Info:
See the responses by Nancy Fuchs Kreimer, Yael Shy, and Yehuda Sarna directly following in the table of contents linked here. Rabbinical students gain important knowledge and become more reflective teachers by learning about other religions and with people who practice them. They can also learn how to help educate non-Jews about Judaism and serve as representatives of, and advocates for, our community.

Additional Info:
This article introduces English for Bible and Theology (EBT), an inherently interdisciplinary field that merges English language learning with the content of biblical and theological studies in a context that is, by nature, cross-cultural. Within this collaboration there exists the possibility not only to enable theological study, but also to enhance it through a focus on personal meaning and its communication, both of which are foundational to the communicative language classroom. That is, EBT seeks both to aid students worldwide in attaining the specialized language and cultural proficiency necessary to access English theological resources and to provide a community in which students can connect theological content to their lives. It is this second aim that provides EBT its relevance across a range of theological contexts, as native English-speaking students likewise stand to benefit from the application of EBT’s principles.

Additional Info:
Journal Issue. Full text is available online.

Table Of Content:
Making Haste Slowly: Celebrating the Future of Theological Schools (Daniel O. Aleshire)
Brief History of Task Force Meetings of the Theological Schools and the Church Project (Faith Rohrbough)
The Canadian Ecology (Peter Wyatt)
The Ecology of Evangelical Seminaries (Ron Benefiel)
The Turbulent Ecology of Mainline Protestantism (James Wind)
The Seminaries and the Church: Analysis of an Ecology from the Roman Catholic Perspective (Charles Bouchard and Zeni Fox)
The Church/Theological School Relationship in Canada: A Reflection on Historical and Recent Trends (Sandra Beardsall)
The Seminaries and the Churches: Looking for New Relationships (Timothy P. Weber)
Recommendations of the Task Forceof the Theological Schools and the Church Project (Faith E. Rohrbough and Laura Mendenhall)

Additional Info:
What happens when a class assignment becomes a source of controversy? How do we respond? What do we learn? By describing the controversy surrounding an assignment on religion and representation, this article examines conflict’s productive role in teaching about New Religious Movements (NRMs) and religion. It suggests that we consider how our personal and institutional dispositions toward conflict influence our pedagogies. Moreover, it urges us to consider how teaching conflicts within and/or between disciplines can enhance our learning objectives and stimulate students’ ability to think critically.

Additional Info:
Here is a book for the millions of Christians who want to make a vital connection between their faith and their lives. This practical book provides a way for all of us to experience greater meaning in life and a more tangible sense of God's creative presence. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 Searching for a Way to Be Faithful
ch. 2 The Movement Toward Insight: The Human Process of Coming to Wisdom
ch. 3 Theology as a Form of Human Reflection
ch. 4 Personal Theological Reflection
ch. 5 Guiding Groups in Theological Reflection
ch. 6 Creating Designs for Theological Reflection
ch. 7 Conclusion

Notes
Resources For Theological Reflection: An Annotated Bibliography

Additional Info:
The article explores the distinctiveness of Hispanic or Latino/a persons and implications for teaching practice in theological education. It reports on findings from a workshop for non-Hispanic faculty that was conducted at the Hispanic Summer Program in 1901. The content is broadly defined, and the context and persons of theological education are considered in addressing the particular learning characteristics that can typify Hispanic persons. The work draws upon the pioneering work of Dr. Eldin Villafañe (The Liberating Spirit) who identifies cultural distinctiveness among Hispanic persons in the United States. Suggestions related to each of those characteristics are proposed for teaching practice with the expectation that transformation in practice can foster greater inclusion of Hispanic persons in theological education.

Additional Info:
How will we teach the Bible in the twenty-first century? This essay is intended to contribute to that larger discussion in three ways: after a brief introduction, I will, first, state some general working assumptions about the present situation of the church and about teaching the New Testament in the context of a seminary or divinity school; second, I will describe the course "Reading James in Haiti" which I designed and taught in the Spring of 2002; finally, and much more briefly, I will comment on the implications of transformational travel experiences like this one for the ability of seminarians to understand New Testament texts more deeply than the classroom setting allows.

Additional Info:
Podcast discusses that there is a "socio-political strategy" behind the claim that religion is 'sui generis'

Additional Info:
Three themes guide Auburn Center studies of theological education: practices in teaching and learning, the management of institutional resources, and the role of theological education in religious and public life. With this issue of Auburn Studies, we present our first report related to the critical, but complex, reality labeled by our third guiding theme.

In the spring of 1998, a research team visited four cities to interview leaders in all sectors of society--business, politics, education, religion, community service, philanthropy, and others--about perceptions of religious leaders and their training.

What does the public think about theological education and the religious leaders that seminaries train? People interviewed for this study consider seminaries invisible institutions that produce leaders who offer little civic or public leadership. Most thought this lack of public involvement a missed opportunity, but we heard no consensus about what an increased religious presence in public life would mean. (From the Publisher)

Additional Info:
M. Jacqui Alexander is one of the most important theorists of transnational feminism working today. Pedagogies of Crossing brings together essays she has written over the past decade, uniting her incisive critiques, which have had such a profound impact on feminist, queer, and critical race theories, with some of her more recent work. In this landmark interdisciplinary volume, Alexander points to a number of critical imperatives made all the more urgent by contemporary manifestations of neoimperialism and neocolonialism. Among these are the need for North American feminism and queer studies to take up transnational frameworks that foreground questions of colonialism, political economy, and racial formation; for a thorough re-conceptualization of modernity to account for the heteronormative regulatory practices of modern state formations; and for feminists to wrestle with the spiritual dimensions of experience and the meaning of sacred subjectivity.

In these meditations, Alexander deftly unites large, often contradictory, historical processes across time and space. She focuses on the criminalization of queer communities in both the United States and the Caribbean in ways that prompt us to rethink how modernity invents its own traditions; she juxtaposes the political organizing and consciousness of women workers in global factories in Mexico, the Caribbean, and Canada with the pressing need for those in the academic factory to teach for social justice; she reflects on the limits and failures of liberal pluralism; and she presents original and compelling arguments that show how and why transgenerational memory is an indispensable spiritual practice within differently constituted women-of-color communities as it operates as a powerful antidote to oppression. In this multifaceted, visionary book, Alexander maps the terrain of alternative histories and offers new forms of knowledge with which to mold alternative futures. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

I Transnational erotics: state, capital, and the decolonization of desire
ch. 1 Erotic autonomy as a politics of decolonization : feminism, tourism, and the state in the Bahamas
ch. 2 Imperial desire/sexual utopias : white gay capital and transnational tourism

II Maps of empire, old and new
ch. 3 Whose new world order? : teaching for justice
ch. 4 Anatomy of a mobilization
ch. 5 Transnationalism, sexuality, and the state : modernity's traditions at the height of empire

III Dangerous memory : secular acts, sacred possession
ch. 6 Remembering This bridge called my back, remembering ourselves
ch. 7 Pedagogies of the sacred : making the invisible tangible

Notes
Bibliography
Index

Additional Info:
Prayer in public schools, abortion, gay and lesbian rights - these bitterly divisive issues dominate American politics today, revealing deep disagreements over basic moral values. In a highly readable account that draws on legal arguments, political theory, and philosophy, Ronald F. Thiemann explores the proper role of religious convictions in American public life. He proposes that religion can and should play an active, positive part in our society even as it maintains a fundamental commitment to pluralist, democratic values. Arguing that both increased secularism and growing religious diversity since the 1960s have fragmented commonly held values, Thiemann observes that there has been an historical ambivalence in American attitudes towards religion in public life. He proposes abandoning the idea of an absolute wall between church and state and all the conceptual framework built around that concept in interpreting the First Amendment. He returns instead to James Madison's views and the Constitutional principles of liberty, equality, and toleration. Refuting both political liberalism (as too secular) and communitarianism (as failing to meet the challenge of pluralism), Thiemann offers a new definition of liberalism that gives religions a voice in the public sphere as long as they heed the Constitutional principles of liberty, equality, and toleration or mutual respect. The American republic, Thiemann notes, is a constantly evolving experiment in constructing a pluralistic society from its many particular communities. Religion can act as a positive force in its moral renewal, by helping to shape common cultural values. All those interested in finding solutions to today's divisive political discord, in finding ways to disagree civilly in a democracy, and in exploring the extent to which religious convictions should shape the development of public policies will find that this book offers an important new direction for religion and the nation. (From the Publisher)

Table Of Content:
Foreword
Preface
ch. 1 Religion in Public Life: An American Dilemma
ch. 2 Our Contemporary Dilemma In Historical Perspective: Religion, Values, and the Framing of the Constitution
ch. 3 The Constitutional Tradition: A Perplexing Legacy
ch. 4 Political Liberalism and Public Religion
ch. 5 Political Liberalism Revisioned
ch. 6 Public Religion in a Pluralistic Democracy: A Proposal
ch. 7 Beyond the Wall of Separation: Reconceiving American Public Life
Index

Additional Info:
Drawing on his own work in educational theory as well as his classroom experience, the author identifies important dialogical vices that he finds in his students: pride and cowardice. These vices are put both in the theoretical context of a greater understanding of the role of dialogue in learning and in the social context of the contemporary multicultural ethos from which the students come. In opposition to the vices, the author proposes dialogical virtues (humility, charity, and courage) and a concept of tolerance that help us to avoid pride and cowardice. In this way, we achieve genuine dialogue and multiculturalism and avoid what the author calls a pernicious multiculturalism

Additional Info:
From the Publisher This book initiates a new conversation about how theological education might be re-envisioned for the twenty-first century church. The prevailing curricular structure in today’s seminaries and divinity schools was fashioned in a very different era – one that assumed the continued cultural dominance of Christianity and the continued academic dominance of the canons of Enlightenment reason. Neither assumption is viable in today’s post-Christian world; hence, our new circumstances demand a new vision for theological education.
The authors of this volume offer an important resource for this project through their creative appropriation of the classical rhetoric tradition, particularly as it has been rehabilitated in the contemporary context. Like St. Augustine, they believe that the chief goals of Christian theology are similar to those of classical rhetoric: “to teach, to delight, and to move.” And the authors are united their conviction that these must also be the goals of theological education in a post-Christian era.
This volume arises out of a passionate commitment to the cause of theological education. The authors hail from a wide range of denominational traditions and have taught in numerous seminaries and divinity schools. They have also studied the classical and postmodern rhetorical traditions in both theory and practice. They met as a group on numerous occasions to read one another’s contributions to the volume and to offer guidance for the process of rewriting. As a result, this book is much more than a mere collection of essays; it is a jointly-authored work, and one which presents an integrated vision for the future of theological education.

Table Of Content:
Foreword (L. Gregory Jones)
Introduction: Re-Visioning Theological Education

Part One - Theological Education as Faithful Persuasion
ch. 1 The Classical Rhetorical Tradition and theological education (David S. Cunningham, Don H. Compier, and James L. Boyce)
ch. 2 Beyond the classical paradigm: Contemporary analysis and theological education (Janet L. Weathers)
ch. 3 Rhetoric, Postmodernism, and theological education: What has Vincennes to do with Athens or Jerusalem? (A. K. M. Adam)

Part Two - The Tasks of Theological Education
ch. 4 Theology as communication: Revelation, faith and the church as ongoing dialogues (Bradford E. Hinze)
ch. 5 Theology as confession: Redeeming a theological trope for pedagogy (Stephen H. Webb)
ch. 6 Theology as discernment: Truth, power and authority (Wess Avram)
ch. 7 Theology as testimony: Rhetoric, public theology, and education for ministry (Don H. Compier)

Part Three - Re-Visioning the Theological Encyclopedia
ch. 8 Rhetoric and practical theology - Toward a new paradigm (Richard R. Osmer)
ch. 9 Rhetoric and the word of God - Treasure in earthen vessels (James L. Boyce)
ch. 10 Rhetoric and historical theology - Gregory the Theologian (Frederick W. Norris)
ch. 11 Rhetoric and Christian doctrine - Trinity and teaching (David S. Cunningham)
ch. 12 Rhetoric and Proclamation - A relational paradigm (Susan Karen Hedahl)

Conclusion: Theory in Practice
ch. 13 A Rhetorical approach to theological education - Assessing an attempt at re-visioning a curriculum (Donald Juel, and Patrick Keifert)

Bibliography: Rhetorical Resources for Theological Education
List of Contributors
Index of Names
Index of Subjects

Additional Info:
This book discusses race and its roles in university-community partnerships. The contributors take a collaborative, interdisciplinary, and multiregional approach that allows students, agency staff, community constituents, faculty, and campus administrators an opportunity to reflect on and redefine what impact African American identity-in the academy and in the community-has on various forms of community engagement. From historic concepts of "race uplift" to contemporary debates about racialized perceptions of need, they argue that African American identity plays a significant role. In representing best practices, recommendations, personal insight, and informed warnings about building sustainable and mutually beneficial relationships, the contributors provide a cogent platform from which to encourage the difficult and much-needed inclusion of race in dialogues of national service and community engagement.

"This book validates the African proverb 'it takes a village to raise a child.' The topics are right on the mark and highlight the benefits of service-learning as an instrument of individual and community involvement and empowerment." - Festus E. Obiakor, coeditor of Culturally Responsive Literacy Instruction (From the Publisher)

Table Of Content:
List of Tables
Preface: Using History, Experience, and Theory to Balance Relationships in Community Engagement
Acknowledgments
Introduction: Characteristics of Engagement: Communicated Experiences of Race, Universities, and Communities

Part 1 Community Service, Volunteerism, and Engagement
ch. 1 The Community Folk Art Center: A University and Community Creative Collaboration (Kheli R. Willetts)
ch. 2 An African American Health Care Experience: An Academic Medical Center and Its Interdisciplinary Practice (Kendall M. Campbell)
ch. 3 African American College Students and Volunteerism: Attitudes toward Mentoring at a Title I School (Joi Nathan)
ch. 4 Prejudice, Pitfalls, and Promise: Experiences in Community Service in a Historically Black University (Jeff Brooks)

Part 2 Community Service-Learning
ch. 5 Can the Village Educate the Prospective Teacher? Reflections on Multicultural Service-Learning in African American Communities (Lucy Mule)
ch. 6 Sowing Seeds of Success: Gardening as a Method of Increasing Academic Self-Efficacy and Retention among African American Students (August Hoffman, Julie Wallach, Eduardo Sanchez, Richard Carifo)
ch. 7 A Service or a Commitment? A Black Man Teaching Service-Learning at a Predominantly White Institution (Troy Harden)
ch. 8 Racial Identity and the Ethics of Service-Learning as Pedagogy (Annemarie Vaccaro)
ch. 9 "We'll Understand It Better By and By": A Three-Dimensional Approach to Teaching Race through Community Engagement (Meta Mendel-Reyes, Dwayne A. Mack)

Part 3 Community-Based Research
ch. 10 Black Like Me: Navigating Race, Gender, Research, and Community (Fleda Mask Jackson)
ch. 11 A Partnership with the African American Church: IMPACT and S.P.I.C.E.S. For Life (Micah McCreary, Monica Jones, Raymond Tademy, John Fife)
ch. 12 "I Have Three Strikes Against Me": Narratives of Plight and Efficacy among Older African American Homeless Women and Their Implications for Engaged Inquiry (Olivia G. M. Washington, David P. Moxley)
ch. 13 A Culturally Competent Community-Based Research Approach with African American Neighborhoods: Critical Components and Examples (Richard Briscoe, Harold R. Keller, Gwen McClain, Evangeline R. Best, Jessica Mazza)
ch. 14 Community Engagement and Collaboration in Community-Based Research: The Road to Project Butterfly (GiShawn Mance, Bernadette Sanchez, Niambi Jaha-Echols)

Final Word: African Americans and Community Engagement: The Challenge and Opportunity for Higher Education
List of Contributors
Index

Additional Info:
First published in 1986, Racial Formation in the United States is now considered a classic in the literature on race and ethnicity. This second edition builds upon and updates Omi and Winant's groundbreaking research. In addition to a preface to the new edition, the book provides a more detailed account of the theory of racial formation processes. It includes material on the historical development of race, the question of racism, race-class-gender interrelationships, and everyday life. A final chapter updates the developments in American racial politics up to the present, focusing on such key events as the 1992 Presidential election, the Los Angeles riots, and the Clinton administration's racial politics and policies. (From the Publisher)

Table Of Content:
Preface to the 1994 Edition
Preface to the 1986 Edition
Introduction
Paradigms of Race: Ethnicity, Class, and Nation

ch. 1 Ethnicity
ch. 2 Class
ch. 3 Nation

Toward a Racial Formation Perspective

ch. 4 Racial Formation
ch. 5 The Racial State
ch. 6 The Great Transformation
ch. 7 Race and Reaction

Conclusion
Epilogue: Closing Pandora's Box - Race and the "New Democrats"
Notes
Index

Additional Info:
Like many ideas that inform policy, practice and research, ‘transition’ has many meanings. Children make a transition to adulthood, pupils move from primary to secondary school, and there is then a movement from school to work, training or further education. Transitions can lead to profound and positive change and be an impetus for new learning for some individuals and be unsettling, difficult and unproductive for others. Transitions have become a key concern for policy makers and the subject of numerous policy changes over the past ten years. They are also of interest to researchers and professionals working with different groups.

Transitions and Learning Through the Lifecourse examines transitions across a range of education, life and work settings. It explores the claim that successful transitions are essential for educational inclusion, social achievement, and economic prosperity and that individuals and institutions need to manage them more effectively.

Aimed primarily at academic researchers and students at all levels of study across a range of disciplines, including education, careers studies, sociology, feminist and cultural studies, this book is the first systematic attempt to bring together and evaluate insights about educational, life and work transitions from a range of different fields of research. Contributions include:

The transition between home and school

The effects of gender, class and age

Transitions to further and higher education

Transitions for students with disabilities

Transitions into the workplace

Learning within the workplace

Approaches to managing transitions
(From the Publisher)

Table Of Content:
List of Figures
List of Tables
List of Contributors
Acknowledgments
Preface

ch. 1 Transitions In The LIfecourse: The Role of Identity, Agency and Structure (Kathryn Ecclestone, Gert Biesta and Martin Hughes)
ch. 2 The Daily Transition Between Home and School (Martin Hughes, Pamela Greenhough, Wan Ching Yee and Jane Andrews)
ch. 3 Transgression For Transition? What Urban Middle-Class Families aking and Managing 'Against The Grain' School Choices (David James and Phoebe Beedell)
ch. 4 Reading and Writing The Self As A College Student: Fluidity and Ambivalence Across Contexts (Candice Satchwell and Roz Ivanic)
ch. 5 Managing Transitions In Skills For Life (Mary Hamilton)
ch. 6 The Transition From Vocational Education and Training To Higher Education: A Successful Pathway? (Michael Hoelscher, Geoff Hayward, Hubert Ertl and Harriet Dunbar-Goddet)
ch. 7 Disabled Students and Transitions In Higher Education (Elisabet Weedon and Sheila Riddell)
ch. 8 Rethinking 'Failed Transitions' To Higher Education (Jocey Quinn)
ch. 9 Time In Learning Transitions Through The LIfecourse A Feminist Perspective (Helen Colley)
ch. 10 Working As Belonging: The Management of Personal and Collective Identities (Alan Felstead, Dan Bishop, Alison Fuller, Nick Jewson, Lorna Unwin and Kostantinos Kakavelakis)
ch. 11 Adults Learning In and Through The Workplace (Karen Evans and Edmund Waite)
ch. 12 Older Workers' Transitions In Work-Related Learning, Careers and Identities (Jenny Bimrose and Alan Brown)
ch. 13 Managing and Supporting The Vulnerable Self (Kathryn Ecclestone)

Index

Additional Info:
What is the purpose of black colleges? Why do black colleges continue to exist? Are black colleges necessary?

Historically Black colleges and universities (HBCUs) are at the same time the least studied and the least understood institutions of higher education and the most maligned and the most endangered.

This unique study examines the mission of four-year HBCUs from the perspective of the campus president, as a foundation for understanding the relevance and role of these institutions.

This is the first research to focus on the role of presidents of black colleges; is based on extensive interviews with fifteen presidents; and takes into particular account the type of campus environments in which they operate.

Unlike community colleges, women's colleges, men's colleges, and Hispanic-serving colleges, Black colleges are racially identifiable institutions. They also vary significantly in, among other characteristics: size, control (public or private), religious affiliation, gender composition, and available resources. Although united in the historic mission of educating African Americans, each black college or university has its own identity and set of educational objectives.

The book examines how presidents define and implement mission in the context of their campuses, view the challenges they face, and confront the factors that promote or hinder implementation of their missions. (From the Publisher)

Table Of Content:
Foreword
Introduction

ch. 1 Understanding Black Colleges
ch. 2 Black Campus Populations
ch. 3 Profiles of Selected Black Colleges
ch. 4 Mission Matters at Historically Black Institutions
ch. 5 The More Things Change, the More They Stay the Same

References

Appendix A Four-Year, Historically Black Colleges and Universities
Appendix B Predominantly Black Colleges and Universities
Appendix C The Research Framework: A Note on Method

About the Authors
Index

Additional Info:
Leading Lives That Matter draws together a wide range of texts---including fiction, autobiography, and philosophy---offering challenge and insight if you're thinking about what to do with your life. Instead of prescribing advice, Schwehn and Bass approach the vocational process as an ongoing conversation. They include in this conversation some of Western tradition's best writings on human life---its meaning, purpose, and significance---ranging from ancient Greek poetry to contemporary American fiction. Including Tolstoy's novella The Death of Ivan Illych as an extended epilogue, Leading Lives That Matter will help you clarify and deepen how you think about your own life. Includes works by Aristotle, Dietrich Bonhoeffer, Frederick Buechner, Willa Cather, Dorothy Day, Annie Dillard, Robert Frost, Abraham Heschel, Thomas Lynch, John Milton, Martha Nussbaum, Theodore Roosevelt, Dorothy Sayers, Amy Tan, William Butler Yeats, and many more. (From the Publisher)

Table Of Content:
"What makes a life significant?" (William James)
I resolve to become a jungle doctor (Albert Schweitzer)
From The ethics of authenticity (Charles Taylor)
Solitude of self (Elizabeth Cady Stanton)
From Nicomachean ethics (Aristotle)
The vigor of life (Theodore Roosevelt)
20:20-28 (Matthew)
Making the match : career choice (Lee Hardy)
Choosing (Gary D. Badcock)
The place of responsibility (Dietrich Bonheoffer)
Vocation (Frederick Buechner)
Vocation as grace (Will Campbell)
Learning in war-time (C.S. Lewis)
From Nicomachean ethics (Aristotle)
From The Iliad (Homer)
The martyrdom of Perpetua
From Therese (Dorothy Day)
Three biographical sketches (Ray Kroc)
Three biographical sketches (Iris Chang)
Three biographical sketches (Joseph "Smiley" Landrum)
Elegy written in a country churchyard (Thomas Gray)
From Just work (Russell Muirhead)
Why work? (Dorothy L. Sayers)
Two tramps in mud time (Robert Frost)
To be of use (Margaret Piercy)
The door in the wall (H.G. Wells)
From The sabbath (Abraham Joshua Heschel)
The world is too much with us and "lines composed a few miles above Tintern Abbey" (WIlliam Wordsworth)
Friendship and vocation (Gilbert Meilaender)
The changing nature of work in the United States : implications for vocation, ethics, and faith (Robert Wuthnow)
Generativity crises of my own (Bonnie Miller-McLemore)
There's no place like work (Arlie Russel Hochschild)
Defining a doctor (Abigail Zuger, M.D.)
The village blacksmith (Henry Wadsworth Longfellow)
An invisible web (Wendell Berry)
Two eulogies for Yitzhak Rabin (King Hussein and Noa Ben Artzi-Pelossof)
Living like weasels (Annie Dillard)
The choice (William Butler Yeats)
Filial relations (Jane Addams)
Interviewed by Bill Moyers (Marth Nussbaum)
25:14-30 the parable of the talents (Matthew)
On his blindness (John Milton)
From Grounding for the metaphysics of morals (Immanuel Kant)
From The life of Charlotte Bronte (Elizabeth Gaskell)
From the screenplay of Good Will Hunting (Matt Damon and Ben Affleck)
Sonny's blues (James Baldwin)
The undeclared major (Will Weaver)
Two kinds (Amy Tan)
From The autobiography of Malcolm X (Malcolm X with Alex Haley)
From The giver (Lois Lowry)
I hear them ... calling (Vincent Harding)
The ancient people (Willa Cather)
From A dresser of sycamore trees (Garret Keizer)
Invictus (William Ernest Henley)
Passed on (Thomas Lynch)
The last hours (Stephen Dunn)
The book of Jonah
A letter to his wife, 1861 (Sullivan Ballou)
Weddings (Yevgeny Yevtushenko)
From Thoughts in solitude (Thomas Merton)
The road not taken (Robert Frost)
Composing a life story (Mary Catherine Bateson)
From Jayber Crow (Wendell Berry)
From East of Eden (John Steinbeck)
An American life story (Dan McAdams)
Robert McG. Thomas, 60, chronicler of unsung lives (Michael T. Kaufman)
The death of Ivan Ilych (Leo Tolstoy)

Additional Info:
In a post-liberal critique of the mainline establishment, Oden identifies the failures of contemporary theological education and its accompanying ideology, maps out the ultra-liberalization of church bureaucracies and special interest politics, and calls for a return to classical Christian theological roots and categories.

Table Of Content:
Foreword by Richard John Neuhaus

ch. 1 Introit: Affectionate Anguish
ch. 2 Overture: The Feast I Left
ch. 3 Interlude: The Feast I Missed
ch. 4 Allegro: The Feast I Did Not Expect
ch. 5 Postlude: The Young Fogeys

Appendix A: Can a Goddess Be Politically Correct?
Appendix B: Case Study: Is Anything at All Incompatible with Christian Teaching?
Appendix C: Documents of Ancient Ecumenical Orthodoxy
Appendix D: Postmodern Paleo-orthodox Writers: An Expanding List

Index

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Journal Issue.

Table Of Content:
ch. 1 The Basis Of James W. Fowler's Understanding Of Faith In The Research Of Wilfred Cantwell Smith: An Examination From An Evangelical Perspective (Timothy Paul Jones)
ch. 2 Cognitive Complexity And The Learning Congregation (Elizabeth Box Price)
ch. 3 Ego Identity And Spiritual Identity In Religiously Observant Adolescents In Israel (Shraga Fisherman)
ch. 4 Jeffrey Schochet, Taking Center: A Moral Portrait (Judd Kruger Levingston)
ch. 5 Faith Development At 30: Naming The Challenges Of Faith In A New Millennium (James W. Fowler)
ch. 6 Through The Looking Glass: Reflections On A Gift To Religious Educators (Gloria Durka)
ch. 7 Extending Our Vision Of Developmental Growth And Engaging In Empirical Scrutiny: Proposals For The Future Of Faith Development Theory (Heinz Streib)

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A hallmark of American black religion is its distinctive use of the Bible in creating community, resisting oppression, and fomenting social change. What can critical biblical studies learn from the African American experience with the Bible, and vice versa?
This singular volume marks the emergence of a critical mass of black biblical scholars. Combining sophisticated exegesis with special sensitivity to issues of race, class, and gender, the authors of this scholarly collection examine the nettling questions of biblical authority, blacks and African in biblical narratives, and the liberating aspects of Scripture. Together they are reshaping and redefining the questions, concerns, and scholarship that determine how the Bible is appropriated by church, academy, and the larger society today. (From the Publisher)

Table Of Content:
Preface
Map
Introduction

Part I: The Relevance of Biblical Scholarship and the Authority of the Bible
ch. 1 Interpreting Biblical Scholarship for the Black Church Tradition (Thomas Hoyt, Jr.)
ch. 2 The Hermeneutical Dilemma of the African American Biblical Student (Renita J. Weems)
ch. 3 Reading Her Way through the Struggle: African American Women and the Bible (Renita J. Weems)

Part II: African American Sources For Enhancing Biblical Interpretation
ch. 4 The Bible and African Americans: An Outline of an Interpretative History (Vincent L. Wimbush)
ch. 5 "An Ante-bellum Sermon": A Resource for an African American Hermeneutic (David T. Shannon)

Part III: Race and Ancient Black Africa in the Bible
ch. 6 Race, Racism, and the Biblical Narratives (Cain Hope Felder)
ch. 7 The Black Presence in the Old Testament (Charles B. Copher)
ch. 8 Beyond Identification: The Use of Africans in Old Testament Poetry and Narratives (Randall C. Bailey)

Part IV: Reinterpreting Biblical Texts
ch. 9 Who Was Hagar? (John W. Waters)
ch. 10 The Haustafeln (Household Codes) in African American Biblical Interpretation: "Free Slaves" and " Subordinate Women"(Clarice J. Martin)
ch. 11 An African American Appraisal of the Philemon-Paul-Onesimus Triangle (Lloyd A. Lewis)

Index of Ancient Sources
Index of Topics and Names
Contributors

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The long-awaited reprint of one of SPD's most popular titleS, this book features a new foreword by Gloria E. Anzaldua, as well as an updated bibliography. It also includes the original 1981 foreword (Toni Cade Bambara), the original preface (Cherrie L. Moraga) and the original introduction (Anzaldua & Moraga). (From the Publisher)

Table Of Content:
Foreword, (Toni Cade Bambara)
Preface, (Cherrie Moraga)
The Bridge Poem, (Donna Kate Rushin)
Introduction, (Cherrie Moraga and Gloria Anzaldua)
Children Passing in the Streets
The Roots of Our Radicalism
When I Was Growing Up, (Nellie Wong)
on not bein, mary hope lee
For the Color of My Mother, (Cherrie Moraga)
I Am What I Am, (Rosario Morales)
Dreams of Violence, (Naomi Littlebear)
He Saw Chrystos
Entering the Lives of Others
Theory in the Flesh
Wonder Woman, (Genny Lim)
LaGuera, (Cherrie Moraga)
Invisibility is an Unnatural Disaster: Reflections of an Asian American Woman, (Mitsuye Yamada)
It's In My Blood, My Face -My Mother's Voice, The Way I Sweat, (Anita Valerio)
"Gee, You Don't Seem Like An Indian From the Reservation", (Barbara Cameron)
"... And Even Fidel Can't Change That!" (Aurora Levins Morales )
I Walk in the History of My People, (Chrystos)
And When You Leave, Take Your Pictures With You Racism in the Women's Movement And When You Leave, Take Your Pictures With You, (Jo Carrillo)
Beyond the Cliffs of Abiquiu, (Jo Carrillo)
I Don't Understand Those Who Have Turned Away From Me, (Chrystos)
Asian Pacific American Women and Feminism, (Mitsuye Yamada, Millicent Fredericks, Gabrielle Daniels)
"— But I Know You, American Woman", (Judii Moschkovich)
The Pathology of Racism: A Conversation with Third World Wimmin, (doris davenport)
We're All in the Same Boat, (Rosario Morales)
An Open Letter to Mary Daly, (Audre Lorde)
The Master's Tools Will Never Dismantle the Master's House, (Audre Lorde)
Between the Lines On Culture, Class, and Homophobia
The Other Heritage, (Rosario Morales)
billie lives! billie lives!, (hattie gossett)
Across the Kitchen Table: A Sister-to-Sister Dialogue, (Barbara Smith and Beverly Smith)
Lesbianism: An Act of Resistance, (Cheryl Clarke)
Lowriding Through the Women's Movement, (Barbara Noda)
Letter to Ma, (Merle Woo)
I Come With No Illusions, (Mirtha Quintanales)
I Paid Very Hard for My Immigrant Ignorance, (Mirtha Quintanales)
Earth-Lover, Survivor, Musician, (Naomi Littlebear)
Speaking in Tongues
The Third World Woman Writer
Speaking in Tongues: A Letter To Third World Women Writers, (Gloria Anzaldua)
who told you anybody wants to hear from you? you ain't nothing but a black woman!, (hattie gossett)
In Search of the Self as Hero: Confetti of Voices on New Year's Night, (Nellie Wong)
Chicana's Feminist Literature: A Re-vision Through Malintzin/or Malintzin: Putting Flesh Back on the Object, (Norma Alarcon)
Ceremony for Completing a Poetry Reading, (Chrystos)
El Mundo Zurdo
The Vision
Give Me Back, (Chrystos)
LaPrieta, (Gloria Anzaldua)
A Black Feminist Statement
Combahee River Collective The Welder, (Cherrie Moraga)
O.K. Momma, Who the Hell Am I?: An Interview with Luisah Teish, (Gloria Anzaldua)
Brownness, (Andrea Canaan)
Revolution: It's Not Neat or Pretty or Quick, Pat Parker
No Rock Scorns Me as Whore, (Chrystos)
Biographies of the Contributors
Third World Women in the United States - By and About Us: A Selected Bibliography (Cherrie Moraga)

Additional Info:
Journal Issue.

Table Of Content:
Reading Religious Education
ch. 1 Memorial: James Michael Lee (B. 9-29-1931, D. 7-15-2004) (Harold W. Burgess)
ch. 2 Re-Reading Martin Buber And Janusz Korczak: Fresh Impulses Toward A Relational Approach To Religious Education (Reinhold Boschki)
ch. 3 The Theological Anthropology Of Thomas Groome(Tom Beaudoin)
Creating Space For God: Toward A Spirituality Of Youth Ministry Free Access Free Access (Michael Hryniuk)
From Knowledge To Wisdom: A New Challenge To The Educational Milieu With Implications For Religious Education (Miriam K. Martin and Ramón Martínez de Pisón)
Lessons For Religious Education From Cognitive Science Of Religion (Theodore Brelsford)
Comparative Analysis Of The Research And Publication Patterns In British Journal Of Religious Education And Religious Education (Leona M. English, Mario O. D'Souza, and Leon Chartrand)
Comparative Analysis And Research In Religious Education: A Response To Professors English, D'souza, And Dr. Chartrand (L. Philip Barnes)

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This project proposes to look at the emergence of Black theology as a discipline within the academy and how Black theology may serve as a resource for excellence in teaching. (From the Publisher)

Table Of Content:
Preface

Introduction
ch. 1 Pedagogy and Black Community
ch. 2 What Can a Black Woman Teach Me?
ch. 3 Pedagogy and Ontological Sameness ch. 4 The Black Church and Pedagogy
ch. 5 Emancipatory Praxis and Liberation for Oppressors
ch. 6 Pedagogy as Celebration

Notes
Bibliography
Index

Additional Info:
From the Publishers
What allows African American women not just to survive, but to become resilient? N. Lynne Westfield finds an answer to this question as she examines the Dear Sisters' Literary Group. As a Womanist scholar, Westfield reflects on the ways in which the hospitality of the group relates to the long-standing African American tradition of concealed gatherings, the Christian tradition of hospitality, and Christian education.

Table Of Content:
Preface
ch. 1 The Resilience of African American Women
ch. 2 Gathering the Voices
ch. 3 Hospitality among Dear Sisters
ch. 4 Doing Womanist Theology with Dear Sisters
ch. 5 Practical Implications for Christian Education
Epilogue
Index

Additional Info:
Journal Issue.

Table Of Content:
Memorial: Maria Harris 1932-2005 (Joanmarie Smith)
Contextual Pedagogies: Weaving Text Through Context, A Multi-Sensory Immersion (Robert T. O'Gorman)
Young People, Biblical Narrative and “Theologizing”: A UK Perspective (Terence Copley)
Considering the Ordo as Pedagogical Context for Religious Education With Christian High School Youth (Fred P. Edie)
Teaching The Bible in Congregations: A Congregational Studies Pedagogy for Contextual Education (Joyce Ann Mercer)
Educating for Commitment: Insights from Postmodernity (Susan J. Singer)
Text and Context: the Passion of the Christ and Other Jesus Films (Peter Gilmour)

Additional Info:
Blea provides a synthesis of the women's history of Native Americans, Asians, African Americans, and Latinas, and she examines the similarities and differences among these women. From each she extracts suggestions on ways to promote racial and ethnic tolerance. (From the Publisher)

Table Of Content:
Tables
Acknowledgments
Introduction

ch. 1 Radical Feminists
ch. 2 Indigenous Women and the American Holocaust
ch. 3 Chicanas and Immigrant Latinas Inherit and Internalize Colonialism
ch. 4 African American Women
ch. 5 Asian and Pacific Islander Women
ch. 6 Healing from Intolerance and Redefining Direction

Selected Bibliography
Index

Additional Info:
In Black Sexual Politics, one of America's most influential writers on race and gender explores how images of Black sexuality have been used to maintain the color line and how they threaten to spread a new brand of racism around the world today. In the tradition of her award-winning book, Black Feminist Thought, Patricia Hill Collins now turns her critical eye to race, gender, and sexuality in relation to black men and women. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction: No Turning Back

Part I African Americans and the New Racism
ch. 1 Why Black Sexual Politics?
ch. 2 The Past Is Ever Present: Recognizing the New Racism
ch. 3 Prisons for Our Bodies, Closets for Our Minds: Racism, Heterosexism, and Black Sexuality

Part II Rethinking Black Gender Ideology
ch. 4 Get Your Freak On: Sex, Babies, and Images of Black Femininity
ch. 5 Booty Call: Sex, Violence, and Images of Black Masculinity
ch. 6 Very Necessary: Redefining Black Gender Ideology

Part III Toward a Progressive Black Sexual Politics
ch. 7 Assume the Position: The Changing Contours of Sexual Violence
ch. 8 No Storybook Romance: How Race and Gender Matter
ch. 9 Why We Can't Wait: Black Sexual Politics and the Challenge of HIV/AIDS

Afterword: The Power of a Free Mind
Notes
Glossary
Bibliography
Index

Additional Info:
In the burgeoning field of whiteness studies, What White Looks Like takes a unique approach to the subject by collecting the ideas of African-American philosophers. George Yancy has brought together a group of thinkers who address the problematic issues of whiteness as a category requiring serious analysis. What does white look like when viewed through philosophical training and African-American experience?
In this volume, Robert Birt asks if whites can "live whiteness authentically." Janine Jones examines what it means to be a "goodwill white." Joy James tells of beating her "addiction" to white supremacy, while Arnold Farr writes on making whiteness visible in Western philosophy. What White Looks Like brings a badly needed critique and philosophically sophisticated perspective to central issue of contemporary society. (From the Publisher)

Table Of Content:
Acknowledgments
Contributors
Introduction: Fragments of a Social Ontology of Whiteness
ch. 1 Racial Exploitation and the Wages of Whiteness
ch. 2 The Bad Faith of Whiteness
ch. 3 The Impairment of Empathy in Goodwill Whites for African Americans
ch. 4 Deligitimizing the Normativity of "Whiteness": A Critical Africana Philosophical Study of the Metaphoricity of "Whiteness"
ch. 5 A Foucauldian (Genealogical) Reading of Whiteness: The Production of the Black Body/Self and the Racial Deformation of Pecola Breedlove in Toni Morrison's The Bluest Eye
ch. 6 Whiteness Visible: Enlightenment Racism and the Structure of Racialized Consciousness
ch. 7 Rahabilitate Racial Whiteness?
ch. 8 Critical Reflections on Three Popular Tropes in the Study of Whiteness
ch. 9 Whiteness and Africana Phenomenology
ch. 10 On the Nature of Whiteness and the Ontology of Race: Toward a Dialectical Materialist Analysis
ch. 11 Silence and Sympathy: Dewey's Whiteness
ch. 12 Whiteness and Feminism: Deja Vu Discourses, What's Next?
ch. 13 The Academic Addict: Mainlining (& Kicking) White Supremacy (WS)
Index

Additional Info:
Racism is alive and well although it has changed its clothes. Color-blind racism combines elements of liberalism in the abstract with anti-minority views to justify contemporary racial inequality. (From the Publisher)

Table Of Content:
ch. 1 The strange enigma of race in contemporary America
ch. 2 The central frames of color-blind racism
ch. 3 The style of color blindness : how to talk nasty about minorities without sounding racist
ch. 4 "I didn't get that job because of a black man": color-blind racism's racial stories
ch. 5 Peeking inside the (white) house of color blindness : the significance of whites' segregation
ch. 6 Are all whites refined Archie Bunkers? : an examination of white racial progressives
ch. 7 Are blacks color blind, too?
ch. 8 E Pluribus Unum or the same old perfume in a new bottle? : on the future of racial stratification in the United States
ch. 9 Conclusion : "the (color-blind) emperor has no clothes" : exposing the whiteness of color blindness
ch. 10 Queries : answers to questions from concerned readers
Postscript : what is to be done (for real)?
App In-depth interview schedule DAS 98-form B

Additional Info:
Reversing the Lens brings together noted scholars in history, anthropology, sociology, ethnic studies, and film studies to promote film as a powerful educational tool that can be used to foster cross-cultural communication with respect to race and ethnicity. Through such films as Skin Deep, Slaying the Dragon, and Mississippi Masala, contributors demonstrate why and how visual media help delineate various forms of "critical visual thinking" and examine how racialization is either sedimented or contested in the popular imagination. Reversing the Lens is relevant to anyone who is curious about how video and film can be utilized to expose ethnicity, race, gender, and sexuality as social constructions subject to political contestation and in dialogue with other potential forms of difference. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgments

ch. 1 Introduction (Lane Ryo Hirabayashi and Jun Xing)
ch. 2 Media Empowerment, Smashing Stereotypes, and Developing Empathy (Jun Xing)
ch. 3 Video Constructions of Asian America: Teaching Monterey's Boat People (Malcolm Collier and Lane Ryo Hrabayashi)
ch. 4 American Indians in Film: Thematic Contours of Cinematic Colonization (Ward Churchill)
ch. 5 El Espejo/The Mirror: Reflections of Cultural Memory (Carmen Huaco-Nuzum)
ch. 6 Mississippi Masala: Crossing Desire and Interest (Adeleke Adeeko)
ch. 7 Skin Deep: Using Video to Teach Race and Critical Thinking (Brenda J. Allen)
ch. 8 Confronting Gender Stereotypes of Asian American Women: Slaying the Dragon (Marilyn C. Alquizola and Lane Ryo Hirabayashi)
ch. 9 Screens and Bars: Confronting Cinemea Representations of Race and Crime (Lee Bernstein)
ch. 10 The Queering of Chicana Studies: Philosophy, Text, and Image (Elisa Facio)
ch. 11 The Matrix: Using American Popular Film to Teach Concepts of Eastern Mysticism (Jeffrey B. Ho)
ch. 12 Beyond the Hollywood Hype: Unmasking State Oppression Against People of Color (Brett Stockdill, Lisaa Sun-Hee, and David N. Pellow)
ch. 13 Self, Society, and the "Other": Using Film to Teach About Ethnicity and Race (Jun Xing)
ch. 14 The Issue of Reinscription: Pedagogical Responses
Selected Filmography (Lane Ryo Hirabayashi and Marilyn C. Alquizola)

List of Contributors
Index

Additional Info:
Journal Issue.

Table Of Content:
ch. 1 Critical Issues Facing Theological Education in Asia (Hwa Yung)
ch. 2 Preparing New Leaders for the Church of the Future: Transforming Theological Education Through Multi-Institutional Partnerships (Timothy Dearbon)
ch. 3 The Leader as . . . Discipline (David Bennett)
ch. 4 The Ministry of the Presidency or Principalship with Special Reference to the Two-thirds World (Horace O. Russell)
ch. 5 Institutional Development for Theological Education in the Two-thirds World (Findings Report by Various Authors)

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Journal Issue.

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It is no longer clear what role the University plays in society. The structure of the contemporary University is changing rapidly, and we have yet to understand what precisely these changes will mean. Is a new age dawning for the University, the renaissance of higher education under way? Or is the University in the twilight of its social function, the demise of higher education fast approaching? We can answer such questions only if we look carefully at the different roles the University has played historically and then imagine how it might be possible to live, and to think, amid the ruins of the University. Tracing the roots of the modern American University in German philosophy and in the work of British thinkers such as Newman and Arnold, Bill Readings argues that the integrity of the modern University has been linked to the nation-state, which it has served by promoting and protecting the idea of a national culture. But now the nation-state is in decline, and national culture no longer needs to be either promoted or protected. Increasingly, universities are turning into transnational corporations, and the idea of culture is being replaced by the discourse of "excellence." On the surface, this does not seem particularly pernicious. The author cautions, however, that we should not embrace this techno-bureaucratic approach too quickly. The new University of Excellence is a corporation driven by market forces, and, as such, is more interested in profit margins than in thought. Readings urges us to imagine how to think, without concession to corporate excellence or recourse to romantic nostalgia within an institution in ruins. The result is a passionate appeal for a new community of thinkers. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments

ch. 1 Introduction
ch. 2 The Idea of Excellence
ch. 3 The Decline of the Nation-State
ch. 4 The University within the Limits of Reason
ch. 5 The University and the Idea of Culture
ch. 6 Literary Culture
ch. 7 Culture Wars and Cultural Studies
ch. 8 The Posthistorical University
ch. 9 The Time of Study: 1968
ch. 10 The Scene of Teaching
ch. 11 Dwelling in the Ruins
ch. 12 The Community of Dissensus

Notes
Index

Additional Info:
Explores the field of pastoral theology and multiculturalism in New Zealand. Restructuring of the Anglican Church in Aotearoa, New Zealand; Structure of theological education; Identification of the future needs and character of the Anglican Church.

Additional Info:

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This book utilizes the theory of intersectionality to focus on the divergent identities and experiences of marginalized groups and to analyze the ways these experiences infiltrate the classroom. It examines teaching and learning as integrated and synergistic practices and highlights the personal and institutional power dynamics existing between scholars and students.

Starting with the premise that institutions of higher education must pay attention to the ways intersecting identities and structures of privilege and disadvantage enter all educational settings, the contributors to this text represent a range of academic disciplines and they are both scholars and students. This approach demonstrates that ideas related to teaching and learning should not follow models that separate teachers, students, and disciplines, but rather that significant learning occurs in the areas where they overlap. Each chapter provides pedagogical strategies and methods for classroom practice that facilitate student learning, equitable classroom environments, and a social justice agenda. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Integrating Intersectionality, Transforming Learning (Kim A. Case, angela R. Miller, Sharpie Bambacigno Jackson)
ch. 2 "We Talk about Race Too Much in This Class!" Complicating the Essentialized Woman through Intersectional Pedagogy (Leah Wing)
ch. 3 Conflict Resolution Education and Intersectionality (Anna Creadick, Jalisa Whitley, Patrice Thomas, Amber Jackson, Katy Wolfe, Martin Quigley, Reina Apraez)
ch. 4 "Check Your Head" (Linda McCarthy/Laura M. Larson)
ch. 5 Using a Pedagogy of Intersectionality in the Community College Classroom (Neeta Bhasin)
ch. 6 The Rhetorical Nature of Intersecting Identities: Actualizing Intersectionality in the Classroom (Lesley Bogad/Ibilolia Holder/Juanita Montes de Oca/Andres Ramirez/Chris Susi)
ch. 7 A.L.L.I.E.D. Across Our Differences: Blogging and the (Un)Reconciled Politics of Intersectionality
ch. 8 Oprah and Obama Made It, Why Can’t Everyone Else? Utilizing Intersectional Pedagogy to Challenge Post-racial Ideologies within the Higher Education Classroom (Susan M. Pliner/Cerri A. Banks/Ashley M. Tapscot)
ch. 9 Intersectional Pedagogy and Transformative Learning (Jennifer Bowen)
ch. 10 Intersectionality and My Practice of Teaching Mathematics (Julia R. Johnson/Mary González/Cris Ray/Jessica Hager/Diana Leon/Sally Spalding/Tiffany Brigham)
ch. 11 Daring Pedagogy: Dialoguing about Intersectionality and Social Justice (Liz Braun)
ch. 12 Reframing "Diversity" in Higher Education: An Argument for an Intersectional Approach (Cerri A. Banks/Susan M. Pliner: Afterword)

Afterword: Final Thoughts
Contributors
Index

Additional Info:

Additional Info:
Discoveries by both the professor and the students, in a seminar on the anthropology of Christianity at Candler School of Theology.

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Journal Issue.

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Click Here for Book Review
Abstract: Latinos’ postsecondary educational attainment has not kept pace with their growing representation in the U.S. population. How can Latino educational attainment be advanced?

This monograph presents relevant contemporary research, focusing on the role of institutional contexts. Drawing particularly on research grounded in Latino students’ perspectives, it identifies key challenges Latino students face and discuss various approaches to address these challenges. Because so many Latino students are enrolled in federally designated Hispanic-Serving Institutions (HSIs), it also specifically explores HSIs’ role in promoting Latinos’ higher education access and equity. As a conclusion, it offers recommendations for institutional, state, and federal policies that can foster supportive contexts.

This is Volume 39 Issue 1 of the Jossey-Bass publication ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication. (From the Publisher)

Table Of Content:
Executive Summary
Foreword
Acknowledgments

ch. 1 Introduction
Postsecondary Attainment
Economic Implications of Low Educational Attainment
Organization of This Monograph

ch. 2 Demographic, Social, and Cultural Background
A Demographic Dividend?
Ethnic Subgroups
Cultural and Social Influences
Summary

ch. 3 Classic and Contemporary Theories of Latino Identity Development
Ethnic and Racial Identity Development in College Students
Supporting Latino Students in Identity Development
Summary

ch. 4 Challenges to Latino Student Success
Casting Success Within a Broader Societal Context
Role of Resources
Summary

ch. 5 Mainstream Approaches to Latino Student Success
Academic Capital
Financial Capital
Cultural Capital
Social Capital
Summary

ch. 6 Culturally Responsive Approaches to Latino Student Success
Family Concerns
Assumptions About Latinos’ Background and Potential
Campus Racial/Ethnic Climate
Conclusion

ch. 7 The Role of Hispanic-Serving Institutions in Access and Equity
Historical Background and Funding of HSIs
Students in HSIs
Faculty and Administrators at HSIs
Emerging Hispanic-Serving Institutions
Challenges for HSIs
Summary

ch. 8 Conclusion and Implications
Role of Demographics and Social and Cultural Factors
Developing Culturally Responsive Research, Policy, and Practice
Institutionalizing Strategies to Serve Latino Students
Teaching and Learning in the Classroom
Role of Finances
Collaborative Researchv Role of State Legislators and Policymakers
Role of Federal Representatives and Agencies
Final Thoughts

References
Name Index
Subject Index
About the Authors

Additional Info:

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Podcast. Leading thinkers in the church, the academy, and the non-profit world giving the talk of their lives in 20-minutes or less.

Additional Info:
Journal Issue.

Table Of Content:
Special Issue on Religion, Spirituality and the Schooling of Black Students

ch. 1 On the Horns of a Dilemma: The Institutional Vision of Church-Affiliated HBCU's
ch. 2 It's Good Enough for Me: The Role of Religion in School Choice in Post-Katrina New Orleans
ch. 3 Establishing Martin Luther King's Beloved Community for the Education of Black Youth
ch. 4 African-American Adolescent Spirituality: Implications for School Counseling
ch. 5 Disability in the Context of Blackness: Is It a Manifestation of Past Sins or a Blessing in Disguise?
ch. 6 Advocacy in Academia: Blurring the Boundaries between Critical Race Theory, Caring, and Spirituality

Additional Info:
Based on dozens of face-to-face interviews, Sex and the Soul explores the sexual and spiritual lives of today's college students. Donna Freitas crisscrossed the country, visiting a range of America's colleges and universities--from public to private, Catholic to evangelical--to find out what students had to say about these highly personal subjects. Their stories will not only engage readers, but, in many cases, move them with the painful struggles these candid young women and men face. Indeed, the book uncovers aspects of college life that may unsettle some readers, especially parents. Many campuses, for instance, are dominated by the pervasiveness of hook-up culture. Moreover, many students see little connection between sex and religion, even as they seek one between sex and spirituality. Indeed, these observations hold true even at Catholic schools. Only at evangelical colleges is religion an important factor when deciding whether or not to engage in sex. But Freitas's research also reveals that, even at secular schools, students are not comfortable with a culture of casual sex, and that they do want spirituality, at least, if not also religion, to speak about what they should do and who they should try to be--not just what they should avoid doing.

Sex and the Soul will offer readers the chance to hear college students speaking honestly about extremely sensitive topics, in a book that will be of great interest to students, parents, clergy, teachers, and anyone who wants to know what's happening on today's college campuses. (From the Publisher)

Table Of Content:
Foreword (Lauren Winner)
Preface
Acknowledgments
Introduction: Welcome to College. Meet Amy Stone: Tour Guide, Fashion Model, Straight-A Student

Section 1: The Varieties of College Religious Experience
ch. 1 The Spiritual Colleges: Souls Adrift
ch. 2 Why Catholic Schools (and Their Students) Are "Spiritual but Not Religious"
ch. 3 Evangelical Extroverts: Faithful and Diverse

Section 2: The Romantic Ideal
ch. 4 Evangelical Purity Culture: Its Princesses and Warriors
ch. 5 Wanted: A Little Romance

Section 3: The Truth About Sex On Campus
ch. 6 Where Dating=Marriage and a Kiss Means Everything
ch. 7 Hookups, Ho's, and Losing It

Section 4: Reconciling Sex and the Soul (or Not) on Campus
ch. 8 God vs. My Boyfriend
ch. 9 Dividing Sex from the Soul: Why Religion Doesn't Matter When It Comes to Sex

Section 5: Conclusions and Practical Implications
ch. 10 Seeking a Sexy Spirituality for Students on Campus

A Practical Guide to Sex and the Soul: Three Musts for Your College To-Do List, What to Say to Your Child, Student, Parishioner, Friend

Appendix: On Methodology
Notes
Index

Additional Info:
One page Teaching Tactic: a series of student pairings discuss questions about religious identity in a World Religions Course.

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White and African-American students in the American South are able to meet and learn from Confucianism on its own terms much more readily than their peers elsewhere. This is because of their tendency to respect authority, participate in intergenerational ritual performances (especially those concerned with manners, meals, and mortuary practices), and judge the present in terms of the past (especially the U.S. Civil War). This is true despite the incompatibility that many southern students sense between Confucianism and their own religious doctrines. Instead, southern students' grasp of Confucianism rests on the grounds of lived religious experience. When southern students learn to see in Confucianism a set of beliefs, practices, and experiences that, in some ways, mirror their own, they are empowered to identify the tradition as "religious" in a way that renders "religion" a descriptive category of comparison rather than a limiting category of unique identity.

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The author notes that current seminary stutipsdents show great variation in their academic skills, in their familiarity with the basics of Christianity, and in their sense of, and skill in, theological method. This condition is both caused and exacerbated by the students' acculturation in American religious privatism, which makes them resist a critical and constructive examination of their views and hinders their understanding of theology as an undertaking of and for the Church. The author describes a number of pedagogical strategies, teaching techniques, and classroom exercises that have shown some effectiveness in overcoming these problems.

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"How . . . do we represent religious experience, in all of its various forms from apostasy to rapture, in ways that remain faithful to the rules of careful historical scholarship, but without inadvertently denigrating the experience as such by making it seem subordinate to other goals?"

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Sociological look at religious belief and practices among college students

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Click Here for Book Review
Abstract: This volume addresses how we might help students find the “why” of their educational endeavors. The ideas found in this volume range from:

- changing the perceptions and attitudes of whole communities toward education,
- retuning the first year experience to give students more opportunities to find meaning in their learning,
- suggesting new ways of integrating students’ experiences with their learning in core courses, and
- connecting major initiatives already in place to demonstrate how we might restructure undergraduate education through the content of the curriculum, the way we teach, and our curricular learning experiences.

This is the 145th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers. (From the Publisher)

Table Of Content:
Editor’s Notes (margit misangyi watts)
Foreword (John N. Gardner)

ch. 1 Personalizing Learning (margit misangyi watts)
The editor offers a personal account of how she came to embrace the “why” as being important to address, as well as giving an overview of changes that have not occurred yet should.

ch. 2 Educational Success and Surrounding Culture (Garrison Walters)
Highlighting the need for a change in attitudes toward education, this author finds that students’ perceptions about their ability to learn matters a lot, and that often this perception is a response to other influences.

ch. 3 Integrative Learning: Making Liberal Education Purposeful, Personal, and Practical (Ann S. Ferren, Chad B. Anderson)
This chapter focuses on learning as a way to construct personal meaning. The authors argue for teaching in such a manner that students receive a holistic perspective on their education.

ch. 4 Project-Based Learning in Colleges of Business: Is it Enough to Develop Educated Graduates? (Penny Pence Smith, Lindsey A. Gibson)
Though project-based learning is heralded as an excellent way to engage students in learning, this chapter suggests that perhaps new ways might be better suited to at least some business students.

ch. 5 Making Learning Meaningful: Engaging Students in Ways That Matter to Them (George D. Kuh)
In order to raise our national retention rates, this author is convinced that students need to connect what they are learning to their lives. He suggests focusing on what he calls “goal realization” as a way to help students find their studies to be personally meaningful.

ch. 6 Challenging the First Year of College: Old Models and New Imperatives (Shala A. Mills, George L. Mehaffy)
This chapter describes how the AASCU is experimenting with new blended courses in which the content transcends the typical general education courses and invites students to create solutions to global challenges.

ch. 7 After the Doors Opened: Asking Why at a New Community College (Scott Evenbeck, Linda E. Merians)
These authors detail the founding of Guttman Community College and how the programs put in place were focused on helping students discover the “why” of their educational pursuits.

ch. 8 The Undergraduate Learning Community: A Bridge to Understanding Why (Stephen J. Romanoff)
This chapter describes the Russell Scholars Program and how well it has accomplished meaning for students who participate. The foundation of the program is clearly personalizing education.

ch. 9 Why Higher Education: Lessons Learned in a Learner-Centered College (Sandford C. Shugart)
Valencia College is a national leader in showing successful outcomes for students. This author shares key lessons learned that could extend beyond the world of community colleges.

ch. 10 Concluding Remarks (margit misangyi watts)

Index

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"Leaders of the American Catholic community want to and need to reach out to young adults. But effective ministry to young adults depends on an understanding of the attitudes and the needs of the current generation of Catholics in their 20s and 30s. This is why Dean Hoge, William Dinges, Mary Johnson, and Juan Gonzales began their study of young adult Catholics. How do they actually live their Catholicism? Are they alienated from the church? Are they cynical about the church's moral teachings? Do they take the pope's statements seriously? Do they attend Mass? Have significant numbers left for other churches? Do they want Catholic education for their children?" Seeking answers to these and other questions, the authors conducted a national survey in 1997, supplemented by a telephone survey and then by personal interviews with over 800 men and women across the country. The interviews put a human face on the information provided, and they form a compelling part of this timely narrative. Of special interest is the focus on Latino Catholics. The authors underscore observations that include the strength and tenacity of Catholic identity in spite of many challenges, the high level of personal decision making among those interviewed and surveyed, and the readiness of young Catholics for institutional reforms. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 Catholicism in American Culture
ch. 2 Past Research on Young Catholics
ch. 3 Young Adult Catholics: Survey Results
ch. 4 Five Types of Catholic Involvement
ch. 5 Latino Young Adults
ch. 6 Experiences with Religious Education
ch. 7 Young Adult Catholic Spirituality
ch. 8 Catholic Identity of Young Adults
ch. 9 Catholic Identity and Tradition
ch. 10 Conclusion

App. A
App. B

Notes
References
Index

Additional Info:
Kalwant Bhopal and Patrick Danaher examine 'race', identity and gender within education and explore the difficulties of relating these concepts to the experience of students in higher education. In drawing together the experience of local and international students in the UK and in Australia, they examine the ways identities are understood and conceptualized within higher education in local contexts and on a global level. They consider the complexity of 'race', gender and identity in relation to education within the context that education continues to be dominated by predominantly white, middle class values and perspectives.

Identity and Pedagogy in Higher Education examines the extent to which education as a vehicle for change in the light of the controversial debates surrounding race and gender inequalities. (From the Publisher)

Table Of Content:
List of Abbreviations
Introduction

ch. 1 Key Debates about Identity, 'Race', Gender and Culture
ch. 2 Theoretical Understandings of Identity
ch. 3 Identity and the Context of Higher Education
ch. 4 Educational Identities in the UK and Australia
ch. 5 Researching Racialized Identities
ch. 6 Student Understandings of Racialized Identities
ch. 7 Conclusions

References
Index

Additional Info:
Click Here for Book Review
Abstract: In the current ever changing world – the liquid modernity – the most pressing psychological challenge to all of us is to create and maintain a personal balance between mental stability and mental flexibility. In Transformative Learning and Identity Knud Illeris, one of the leading thinkers on the way people learn, explores, updates and re-defines the concept and understanding of transformative learning while linkingthe concept of transformative learning to the concept of identity. He thoroughly discusses what transformative learning is or could be in a broader learning theoretical perspective, including various concepts of learning by change, as opposed to learning by addition, and ends up with a new, short and distinct definition.

He also explores and discusses the concept of identity and presents a general model depicting the complexity of identities today. Building on the work of Mezirow, various perspectives of transformative learning are analysed and discussed, including; transformative learning in different life ages; progressive and regressive transformations; motivation and identity defence; development of identity; personality and competence, and transformative learning in school, education, working life, and in relation to current and future life conditions.

This vital new book by one of the leading learning theorists of our time will prove of lasting interest to academics, teachers, instructors, leaders and researchers in the field of adult learning and education. It will also appeal to many students and researchers of psychology and sociology in general. (From the Publisher)

Table Of Content:
List of Figures
Preface

ch. 1 Introduction

Part I: The Concept Of Transformative Learning
ch. 2 The approach to transformative learning
ch. 3 Other approaches to change oriented learning
ch. 4 What is transformed by transformative learning?
ch. 5 The definition of transformative learning

Part II: The Concept Of Identity
ch. 6 The concept of identity by Erik Erikson
ch. 7 Newer psychological approaches
ch. 8 Topical sociological approaches
ch. 9 A general understanding of identity

Part III: Transformative Learning In Practice
ch. 10 Identity, transformative learning and life age
ch. 11 Progressive, regressive, restoring and collective transformations
ch. 12 Motivation and identity defence
ch. 13 Personality and competence development
ch. 14 Transformative learning in school and education
ch. 15 Transformative learning in working life
ch. 16 Transformative learning, individual and society

References
Index

Additional Info:
This reflection offers a glimpse into a Masters' level practical theology course in “wisdom formation” for its potential implications and contributions in multifaith education. Instigated by an unexpected companionship between the two instructors – an eighth-generation rabbi, leader of CLAL (the Center for Learning and Leadership) and a Presbyterian practical theologian in a free-standing United Methodist seminary – this elective course was developed for Christian and Jewish ministry students, though it eventually evolved into a required Masters of Divinity course in theologies of religious pluralism and interreligious/intercultural encounter. The course's structure and implementation are described, followed by difficulties faced and potential implications for multifaith education, specifically those in disciplinary formation, institutional stewardship, and the diverse contexts and questions for teaching and learning.

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Of all America's religious traditions, the author writes, evangelical Protestantism, at least in the twentieth-century conservative forms, has long ranked "dead last in intellectual stature." Now evangelical thinkers are trying to revitalize their tradition. Can they turn an intellectual backwater into an intellectual beacon?

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Seminary education is adjusting to the global realities of inter-religious encounter. An increasingly important element of equipping seminarians must be the ability to embrace two dimensions of mature faith; (1) deep convictions related to their own faith, and (2) genuine civility in their engagement with others. The practice of convicted civility is best learned experientially through participative assignments and close contact with people of other faiths. The article explores an approach by which students are encouraged to develop the capacity and skills to both address the faith issues that divide us and to respond to social issues that require the exercise of civility to live together peacefully. The experience of Fuller Seminary, an evangelical, multidenominational, and multiethnic institution provides a context for educating seminarians for convicted civility in a multifaith world.

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Called "The Entitlement Generation" or Gen Y, they are storming into schools, colleges, and businesses all over the country. In this provocative new book, headline-making psychologist and social commentator Dr. Jean Twenge explores why the young people she calls "Generation Me" -- those born in the 1970s, 1980s, and 1990s -- are tolerant, confident, open-minded, and ambitious but also cynical, depressed, lonely, and anxious.
Herself a member of Generation Me, Dr. Twenge uses findings from the largest intergenerational research study ever conducted -- with data from 1.3 million respondents spanning six decades -- to reveal how profoundly different today's young adults are. Here are the often shocking truths about this generation, including dramatic differences in sexual behavior, as well as controversial predictions about what the future holds for them and society as a whole. Her often humorous, eyebrow-raising stories about real people vividly bring to life the hopes and dreams, disappointments and challenges of Generation Me.
GenMe has created a profound shift in the American character, changing what it means to be an individual in today's society. The collision of this generation's entitled self-focus and today's competitive marketplace will create one of the most daunting challenges of the new century. Engaging, controversial, prescriptive, funny, Generation Me will give Boomers new insight into their offspring, and help those in their teens, 20s, and 30s finally make sense of themselves and their goals and find their road to happiness. (From the Publisher)

Table Of Content:
Introduction

ch. 1 You Don't Need Their Approval: The Decline of Social Rules
ch. 2 An Army of One: Me
ch. 3 You Can Be Anything You Want to Be
ch. 4 The Age of Anxiety (and Depression, and Loneliness): Generation Stressed
ch. 5 Yeah, Right: The Belief That There's No Point in Trying
ch. 6 Sex: Generation Prude Meets Generation Crude
ch. 7 The Equality Revolution: Minorities, Women, and Gays and Lesbians
ch. 8 Applying Our Knowledge: The Future of Business and the Future of the Young

Appendix
Notes
Acknowledgments
Index

Additional Info:
The author and her colleagues planned and led three retreats to build relationships between rabbinical students and Muslim leaders of tomorrow. Narrative Pedagogy served to inform the creation of these immersive experiences. The retreats made use of the shared scriptural traditions around Joseph (Torah) and Yusuf (Qur'an) to build connections based on a common passion for text study. Parallel to the academic exploration of religious and cultural narratives, participants wove connections based on an ethos of appreciative inquiry and the guided sharing of personal stories. Carefully structured exercises provided a container for the growth of understanding and connection.

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This essay argues that multifaith concerns must become central components of curricula across theological education. It outlines a methodology for such incorporation in a course and for an audience that, at first glance, appears not to lend itself to such an approach, a Hartford Seminary course on Muslim public speaking for Islamic Chaplaincy students. This methodology is based on the model of educational programs developed by the Interfaith Center of New York for local religious leaders and professionals who work with and within religiously diverse settings, such as school teachers, court officials, health care professionals, and social workers. This model of practical multifaith education is based on the local realities of religious diversity that constitutes the context for the work of graduates of theological schools.

Additional Info:
More Asian women are entering higher education in the UK than ever before, and the number looks likely to rise. Their engagement with higher education reflects widespread changes in the attitudes and cultural expectations of their various communities, as awareness grows of the greater long-term value associated with continuing in education. Today they face different challenges and share different ambitions from those of their mothers and grandmothers.

This book examines the experiences of young Asian women in higher education and the difficulties they face because they have no shared background of engagement with the British university system. It considers what motivates them to succeed and describes their strategies for building support networks that help them succeed with the university setting and actively shape their lives.

Taking a theoretical and empirical perspective Kalwant Bhopal examines the diversity of Asian women's experiences in higher education and provides original and valuable insights into their experience. She explores the friendship and support networks that women turn to whilst at university as well as familial support. Especially striking are her findings about the effect of higher education traditional practices such as arranged marriages and dowries, and about the empowerment generated by changing the economic status of women within British Asian society.

Asian Women in Higher Education: shared communities offers a new and original perspective on the educational experiences of Asian women at university. It will be invaluable to teachers, postgraduate and undergraduate students and academics interested in the study of gender, ethnicity, identity and higher education. (From the Publisher)

Table Of Content:
Acknowledgements

ch. 1 Understanding accounts of Asian women in British society
ch. 2 Communities and identities
ch. 3 Race, gender and identity
ch. 4 Asian women's experiences in higher education
ch. 5 The Academy
ch. 6 Friendship networks and support
ch. 7 Families and financial support
ch. 8 Arranged marriages, education and changing forms of identity
ch. 9 Dowries: past present and future
ch. 10 Conclusions

Conclusions

Appendix

References

Index

Additional Info:
Students usually begin their path to theological or rabbinical school long before they first appear on the radar of most schools. They have been nurtured along the way by parents and professors, churches and clergy, and their interest in ministry often begins at an early age. Recruiting the best students for the future will require long-term strategies and major investment on the part of the seminaries, denominations, and religious communities. Theological Student Enrollment: A Special Report from the Auburn Center for Study of Theological Education is a companion piece to this report. (From the Publisher)

Additional Info:
This volume provides the latest recommendations on how to address the needs of students in transition at the collegiate level. Understanding Students in Transition covers transitions affecting recent high school graduates, community college transfer students, older adults returning to education, and students displaced by natural disasters.
Addressing the needs of students in the midst of change, particularly those who are part of the "millennial generation" (those born between 1982 and 2003), requires a full understanding of today's students and what they bring to their new college experience. Understanding Students in Transition is designed for practitioners looking to understand the changing landscape of today's college students. Articles present a mix of research and practical issues that will be relevant and useful to various stakeholders on a college or university campus. (From the Publisher)

Table Of Content:
Editor’s Notes

ch. 1 Lessons Learned: Achieving Institutional Change in Support of Students in Transition (Mary Stuart Hunter)
ch. 2 Beyond Demographics: Understanding the College Experience Through Television (Barbara F. Tobolowsky)
ch. 3 Promoting New-Student Success: Assessing Academic Development and Achievement Among First-Year Students (Jennifer R. Keup)
ch. 4 Who Will We Serve in the Future? The New Student in Transition (Jaime Lester)
ch. 5 International Students in Transition: Changes in Access to U.S. Higher Education (Soko S. Starobin)
ch. 6 Adult Learners in Transition (Jonathan I. Compton, Elizabeth Cox, Frankie Santos Laanan)
ch. 7 Increasing Retention and Success of Students of Color at Research-Extensive Universities (Steven R. Aragon, Mario Rios Perez)
ch. 8 Forced Transitions: The Impact of Natural Disasters and Other Events on College Students (John H. Schuh, Frankie Santos Laanan)

Index

Additional Info:

Additional Info:
In 'scriptural reasoning', Jews, Christians and Muslims study their scriptures in conversation with one another. This innovative practice brings core identities into deep engagements with one another by returning to the sacred texts that give rise to their differences and their family resemblances. 'Scriptural reasoning' enables these differences, and agreements, to be worked through in a collegial context. It has already begun to produce fresh approaches to one of the great issues of the 21st century: how can the Abrahamic faiths understand each other and live together in peace?In this book, twelve contributors distil their critical and constructive thinking on 'scriptural reasoning' after nearly a decade of study and discussion. Their reflections range from introductory accounts and guidelines for the practice to literary-critical discussions and interpretations of texts. Several chapters draw on contemporary philosophies, such as pragmatism, phenomenology, and idealism. A critical conclusion invites readers to reflect on the promise of 'scriptural reasoning'. (From the Publisher)

Table Of Content:
Preface : The Promise of Scriptural Reasoning (C. C. Pecknold)

ch. 1 An Interfaith Wisdom : Scriptural Reasoning Between Jews, Christians and Muslims (David F. Ford)
ch. 2 A Handbook For Scriptural Reasoning (Steven Kepnes)
ch. 3 Making Deep Reasonings Public(Nicholas Adams)
ch. 4 Heavenly Semantics: Some Literary-Critical Approaches To Scriptural Reasoning (Ben Quash)
ch. 5 Scriptural Reasoning and The Formation of Identity (Susannah Ticciati)
ch. 6 Reading The burning Bush : Voice, World and Holiness (Oliver Davies)
ch. 7 Qur'anic Reasoning As An Academic Practice (Tim Winter)
ch. 8 Philosophic Warrants For Scriptural Reasoning (Peter Ochs)
ch. 9 Scriptural Reasoning and The Philosophy of Social Science (Basit Bilal Koshul)
ch. 10 The Phenomenology of Scripture : Patterns of Reception and Discovery Behind Scriptural Reasoning (Gavin D. Flood)
ch. 11 Reading With Others : Levinas' Ethics and Scriptural Reasoning (Robert Gibbs)
ch. 12 The Promise of Scriptural Reasoning (Daniel W. Hardy)

Additional Info:
Hill indicates that the seeds for this writing project were first sown in the context of an ecumenical leadership event for church educators sponsored by the National Council of Churches, USA. The Black Church and the whole ecumenical community are now the beneficiaries of the fruit of his labors of love that began back then and even before. This compendium effectively weds the theologies and pedagogies that have served well faith formation in the African American church context, setting the framework for the teaching challenges which face the contemporary church. This work will serve as foundational for those whose passion, academic interest and calling are found in the educational ministry of the church. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Understanding the Discipline
ch. 2 Reconnecting with Our History
ch. 3 Reading, Interpreting, and Teaching the Bible in the African American Church
ch. 4 Hearing and Understanding Contemporary African American Theological Voices
ch. 5 Understanding the Relationship between Theology and the Dynamics of Educating African American Christians
ch. 6 Black Technologies in Dialogue
ch. 7 Educating in the African American Church
ch. 8 Teaching Roles of African American Clergy
ch. 9 Reshaping the Future of African American Christian Religious Education

Notes
Bibliography

Additional Info:

Additional Info:
Love, says the apostle Paul, "does not rejoice over injustice, but rejoices in the truth" (1 Corinthians 13:6). The theological explorations undertaken here all deal in one way or another with the liberating promise and the perplexing problem of truth in Christian life and witness, and with the ways that Christian theology and theological education in their various modes struggle both to seek the truth and to foster the aptitude to honor it. (From the Publisher)

Table Of Content:
Preface

Acknowledgments

ch. 1 Methodist Doctrine: An Understanding

ch. 2 Wesleyan Constructive Theology

ch. 3 The Primacy of Scripture

ch. 4 Word of God and Truth

ch. 5 Scripture, Authenticity, and Truth

ch. 6 Theological Education: Confessional and Public

ch. 7 Not Every School

ch. 8 Paying Attention

ch. 9 Rejoicing in the Truth

Bibligraphy

Additional Info:
Journal Issue. Full text is available online.

Table Of Content:
Issue Focus
Rethinking Pastoral Formation at Wartburg Theological Seminary:
Using Graduates' Experiences in Parish Leadership (Craig L. Nessan and David A. Roozen)
Beyond Wish Lists for Pastoral Leadership: Assessing Clergy Behavior and Congregational Outcomes to Guide Seminary Curriculum (John Dreibelbis and David Gortner)
Hearing the Congregation's Voice in Evaluating/Revising the MDiv Curriculum: The Church Relations Council (Gary Peluso-Verdend and Jack Seymour)
Reflection Seminars as Loci for Critical Thinking (Charlotte McDaniel)
Learning Congregational Leadership in Context: A Case Study in Contextualizing Theological Education (Randy A. Nelson)
Hearing the Congregation's Voice in Theological Education: A Response to the Consultation Conversation (Charles R. Foster)
Discerning and Participating in God’s Mission: The Relationship between Seminaries and Congregations (Inagrace T. Dietterich)

Open Forum
The Pastorate as a Metaphor for the Seminary Presidency:
A Focus Study in the Theological Education Journal (Roy A. Andrews)
Teaching Theology with Due Regard to Experience and Context (Frank D. Rees)

Additional Info:
Praise for the Second Edition of Diversity and Motivation

"Since the first publication of Diversity and Motivation in 1995, we have consistently used this text and its philosophy in our faculty development at Valencia Community College. I am delighted to see that this new edition focuses on college teaching. Ginsberg and Wlodkowski's approach to the diverse challenges of student motivation is authentic and transforming, and faculty respond!"

—Ann E. Puyana, assistant vice president for academic affairs, Valencia Community College

"There is a great need for deeper understanding and conceptualization of student motivation across diverse groups to change the consciousness of educators and, ultimately, society. For those of us who teach, and face that need daily, this work illuminates and inspires."

—Ed Taylor, vice provost and dean, Undergraduate Academic Affairs, University of Washington?

"No one knows more about creating intrinsically motivating classroom environments in diverse settings than Margery Ginsberg and Raymond Wlodkowski. Every educator who wants to engage students fully for success should read this book!"

—Beverly Daniel Tatum, president, Spelman College
(From the Publisher)

Table Of Content:
Preface
Acknowledgments
The Authors

ch. 1 Understanding Relationships Between Culture and Motivation to Learn
ch. 2 Establishing Inclusion
ch. 3 Developing Attitude
ch. 4 Enhancing Meaning
ch. 5 Engendering Competence
ch. 6 Implementing a Culturally Responsive Pedagogy

Resources
Resource A: Charting Insights from Lesson Study
Resource B: Working with a Faculty Team to Introduce the Motivational Framework
Resource C: The Motivational Framework
Resource D: The Motivational Framework Lesson Plan
Resource E: Facilitating Equitable Discussions Within a Multicultural Classroom
Resource F: Effective Lecturing Within a Multicultural Classroom
Resource G: Providing Written Feedback to Students in a Multicultural Classroom
Resource H: Cooperative Lesson Worksheet
Resource I: Inclusion, Attitude, Meaning, and Competence Rubrics
Resource J: Peer Coaching Rubrics
Resource K: Evaluating the Motivational Conditions of a Class

References
Name Index
Subject Index

Additional Info:
A 1000 word essay in response to a Call for Papers on the wider context of your course.

Additional Info:

Additional Info:
With its ecumenical perspectives and its comprehensive consideration of Christian practices, this is a fitting volume to inaugurate Jossey-Bass's new Religion in Practice series. The volume's editor, Dorothy Bass, a United Church of Christ minister and Director of the Valparaiso Project on the Education and Formation of People in Faith, identifies the book's audience as those who seek a way of life rich in faith and integrity. Bass and Craig Dykstra, v-p for religion at the Lilly Endowment, provide opening and closing essays, which focus, respectively, on the yearning of believers for ways to incorporate faith in their lives and on how to keep the practice of faith alive. In the book's 12 central essays, a wide variety of theologians from a range of Christian communities explores practices vital to Christian daily life. These practices include honoring the body, providing hospitality, caring for the household, keeping Sabbath, speaking truthfully, forgiving and shaping worthy communities. All of the practices are informed by two essential Christian practices: prayer and Bible study. This excellent collection of essays presents ways of thinking about and engaging in a spiritual life. (From the Publisher)

Table Of Content:
Preface
ch. 1 Times of Yearning, Practices of Faith (Craig Dykstra, and Dorthy C. Bass)
ch. 2 Honoring the Body (Stephanie Paulsell)
ch. 3 Hospitality (Ana Maria Pineda)
ch. 4 Household Economics (Sharon Daloz Parks)
ch. 5 Saying Yes and Saying No (M. Shawn Copeland)
ch. 6 Keeping Sabbath (Dorthy C. Bass)
ch. 7 Testimony (Thomas Hoyt, Jr.)
ch. 8 Discernment (Frank Rogers, Jr.)
ch. 9 Shaping Communities (Larry Rasmussen)
ch. 10 Forgiveness (L. Gregory Jones)
ch. 11 Healing (John Koenig)
ch. 12 Dying Well (Amy Plantinga Pauw)
ch. 13 Singing Our Lives (Don E. Saliers)
ch. 14 Growing in the Practices of Faith (Dorothy C. Bass, and Craig Dykstra)

References
The Contributors
Index
Index of Scripture References

Additional Info:
This important book examines the ways in which politics and religion have interacted with each other in the United States from the days of the early colonial period through the 1990s. Unique in the way it sets the contemporary discussion of politics and religion in the larger context of the entire scope of U.S. history, this book traces significant themes over time showing students how the events of the 1990s have their roots in a long process of development.

In addition, this volume offers students and teachers an excellent means of keeping up with contemporary developments virtually as rapidly as they occur. The authors have developed their own World Wide Web site to be used in conjunction with the book. This site offers a large variety of relevant links and includes an update area in which important new developments will be posted. Moreover, each chapter of the book has references to several relevant Web sites. (From the Publisher)

Table Of Content:
Preface
The Politics and Religion Website
Introduction
Pt. I Religion and History
ch. 1 The Colonial Experience
ch. 2 Religion and Politics: Intentions of the Founders
ch. 3 Religion and Politics in United States History, 1800-1959
ch. 4 Religion and Politics Since 1960
Pt. II Religion and the First Amendment
ch. 5 The Establishment Clause
Ch. 6 The Free Exercise Clause
Pt. III Religion and Public Opinion
ch. 7 Public Opinion About Religion and Politics
ch. 8 Religious Orientations and Political Orientations Among White Americans
ch. 9 Religion and Politics Among Black Americans
Pt. IV Effects of Religious Influences in Politics
ch. 10 Religious Groups as Political Interest Groups
ch. 11 The Debate on the Role of Religion in Public Life
App. A Profiles of Religious Groups in the United States
App. B Further Information About NORC GSS Question Wording
Index

Additional Info:
In large chain bookstores the "religion" section is gone and in its place is an expanding number of topics including angels, Sufism, journey, recovery, meditation, magic, inspiration, Judaica, astrology, gurus, Bible, prophesy, evangelicalism, Mary, Buddhism, Catholicism, and esoterica. As Wade Clark Roof notes, such changes over the last two decades reflect a shift away from religion as traditionally understood to more diverse and creative approaches. But what does this splintering of the religious perspective say about Americans? Have we become more interested in spiritual concerns or have we become lost among trends? Do we value personal spirituality over traditional religion and no longer see ourselves united in a larger community of faith? Roof first credited this religious diversity to the baby boomers in his bestselling A Generation of Seekers (1993). He returns to interview many of these people, now in mid-life, to reveal a generation with a unique set of spiritual values--a generation that has altered our historic interpretations of religious beliefs, practices, and symbols, and perhaps even our understanding of the sacred itself.

The quest culture created by the baby boomers has generated a "marketplace" of new spiritual beliefs and practices and of revisited traditions. As Roof shows, some Americans are exploring faiths and spiritual disciplines for the first time; others are rediscovering their lost traditions; others are drawn to small groups and alternative communities; and still others create their own mix of values and metaphysical beliefs. Spiritual Marketplace charts the emergence of five subcultures: dogmatists, born-again Christians, mainstream believers, metaphysical believers and seekers, and secularists. Drawing on surveys and in-depth interviews for over a decade, Roof reports on the religious and spiritual styles, family patterns, and moral vision and values for each of these subcultures. The result is an innovative, engaging approach to understanding how religious life is being reshaped as we move into the next century. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction: On Maps and Terrains
ch. 1 Varieties of Spiritual Quest
ch. 2 The Making of a Quest Culture
ch. 3 Spiritual Marketplace
ch. 4 On Being Fluid and Grounded
ch. 5 A Quest for What?
ch. 6 Redrawing the Boundaries
ch. 7 Realigning Family and Religion
ch. 8 Moral Vision and Values
Conclusion: "Whirl Is King, Having Driven Out Zeus"
App.: Methodology
Notes
Index

Additional Info:
Life at the end of the twentieth century presents us with a disturbing reality. Otherness, the simple fact of being different in some way, has come to be defined as in and of itself evil. Miroslav Volf contends that if the healing word of the gospel is to be heard today, Christian theology must find ways of speaking that address the hatred of the other. Reaching back to the New Testament metaphor of salvation as reconciliation, Volf proposes the idea of embrace as a theological response to the problem of exclusion. Increasingly we see that exclusion has become the primary sin, skewing our perceptions of reality and causing us to react out of fear and anger to all those who are not within our (ever-narrowing) circle. In light of this, Christians must learn that salvation comes, not only as we are reconciled to God, and not only as we "learn to live with one another," but as we take the dangerous and costly step of opening ourselves to the other, of enfolding him or her in the same embrace with which we have been enfolded by God. (From the Publisher)

Table Of Content:
Preface
Introduction: The Cross, the Self, and the Other
ch. 1 Distance and Belonging
ch. 2 Exclusion
ch. 3 Embrace
ch. 4 Gender Identity
ch. 5 Oppression and Justice
ch. 6 Deception and Truth
ch. 7 Violence and Peace
Bibliography
Index

Additional Info:
"Soul Searching tells the definitive story of the religious and spiritual lives of contemporary American teenagers. It reports the findings of the National Study of Youth and Religion, the largest and most detailed study of teenagers and religion ever undertaken. Based on a nationwide telephone survey of teens and their parents, as well as in-depth face-to-face interviews with more than 250 of the survey respondents, Soul Searching shows that religion is indeed a significant factor in the lives of many American teenagers. Chock-full of carefully interpreted interview data and solid survey statistics, Soul Searching reveals many surprising findings." Combining a national overview with an insider's view of teenage religious and nonreligious perspectives, Soul Searching provides not only an unprecedented understanding of adolescent religion and spirituality but also, because teenagers may be bellwethers for future trends, an important window through which to observe and assess the future of American religion. (From the Publisher)

Table Of Content:
ch. 1 Two Baptist girls
ch. 2 Mapping the big picture
ch. 3 Spiritual seekers, the disengaged, and religiously devoted teens
ch. 4 God, religion, whatever : on moralistic therapeutic deism
ch. 5 American adolescent religion in social context
ch. 6 On Catholic teens
ch. 7 Adolescent religion and life outcomes
Concluding unscientific postscript : observations and implications of NSYR findings for religious communities and youth workers

App. A Race, class, gender, etcetera : demographic differences in U.S. teenage religiosity
App. B Survey methodology
App. C Interviews methodology
App. D Teen religious denominational category codings

Additional Info:
An updated edition of the down-to-earth resource that offers twelve practices to make Christian faith a way of life

Many Christians are looking for ways to deepen their relationship with God by practicing their faith in everyday life. This best-selling guide helps take belief out of the realm of theory and shows how to live it out in a series of twelve central practices such as hospitality, forgiveness, healing, testimony, and keeping Sabbath. Designed to work across a wide range of Christian laypeople, leaders, denominations, and study groups, this is the second edition of the book that Theology called "... a stimulating contribution to the work of making explicit the connection between what Christians do and what they believe."

• Contains information on the practices discussed in the book and shows how they relate to and intersect with prayer, worship, and Bible study
• Offers a guide for conversation, learning, and growth at the back of the book
• This updated and expanded new edition includes a new introduction and two additional chapters that describes new insights into and experiences with the "practicing our faith" approach

The book includes a variety of prominent contributors, who draw on their rich shared experience as believers, theologians, ethicists, and educators. (From the Publisher)

Table Of Content:
New Preface for the Revised Edition

Preface to the 1997 Edition

ch. 1 Times of Yearning, Practices of Faith (Craig Dykstra and Dorothy C. Bass)

ch. 2 Honoring the Body (Stephanie Paulsell)

ch. 3 Hospitality (Ana Maria Pineda)

ch. 4 Household Economics (Sharon Daloz Parks)

ch. 5 Saying Yes and Saying No (M. Shawn Copeland)

ch. 6 Keeping Sabbath (Dorothy C. Bass)

ch. 7 Testimony (Thomas Hoyt Jr.)

ch. 8 Discernment (Frank Rogers Jr.)

ch. 9 Shaping Communities (Larry Rasmussen)

ch. 10 Forgiveness (L. Gregory Jones)

ch. 11 Healing (John Koenig)

ch. 12 Dying Well (Amy Plantinga Pauw)

ch. 13 Singing Our Lives (Don E. Saliers)

ch. 14 Practicing a Way of Life (Dorothy C. Bass and Craig Dykstra)

ch. 15 A Way of Thinking About a Way of Life (Craig Dykstra and Dorothy C. Bass)

References

The Contributors

Suggestions for Conversation and Reflection

Index

Index of Scripture References

Additional Info:
The author argues that in the 21st century, churches as institutions will remain essential to nurturing and shaping Christian identity. They will do this as they serve as communities of memory, denominations that help people act locally with thinking globally, or as support groups. The article appeared in The Christian Century, May 12, l993, pp. 520-523. Copyright by The Christian Century Foundation; used by permission.

Additional Info:
We live in a culture defined and sustained by technology. Usually we equate this access to technology with opportunity, affluence, even happiness: the good life. Albert Borgmann's Power Failure raises some crucial, if disconcerting, questions: If technology liberates us, exactly what kind of liberation does it promise? Do we really feel free? Are we prospering, and by what definition?

Borgmann looks at the relationship between Christianity and technology by examining some of the invisible dangers of a technology-driven lifestyle. Specifically, he points out how devices and consumption have replaced physical things and practices in everyday life. Power Failure calls us to vigorous Christian practice in a technological age. These practices include citizen-based decision making, communal celebrations, and a vital connection with the table and the word through daily shared meals and the discipline of reading.

Examining the influences that shape people, this unique and insightful text will appeal to anyone interested in technology, philosophy, or cultural critique. Chapters include The Moral Significance of the Material Culture, Contingency and Grace, Power and Care, and The Culture of the Word and the Culture of the Table. (From the Publisher)

Table Of Content:
Introduction

Part 1 The Circumstances of the Culture of Technology
ch. 1 The Invisibility of Contemporary Culture
ch. 2 The Moral Significance of Material Culture
ch. 3 Communities of Celebration

Part 2 The Place of Christianity in the Culture of Technology
ch. 4 Contingency and Grace
ch. 5 Power and Care
ch. 6 Liberty, Festivity, and Poverty
ch. 7 Courage and Fortitude
ch. 8 The Culture of the Word and the Culture of the Table

Notes
Index

Additional Info:
Theologians on "the margins" reflect on how their experience of ethnic and racial minority has influenced their theology and how this relates to the "American Dream." (From the Publisher)

Table Of Content:
Preface
Acknowledgments
Introduction: Minority Studies and Christian Studies

Part I African-American Voices
ch. 1 Critical Reflection on the Problems of History and Narrative in a Recent African-American Research Program (Victor Anderson)
ch. 2 To Be the Bridge: Voices from the Margin (Diana L. Hayes)
ch. 3 Womanist Theology and Black Theology: Conversational Envisioning of an Unfinished Dream (Dwight N. Hopkins and Linda E. Thomas)
ch. 4 "What Happens to a Dream Deferred?": Reflections and Hopes of a Member of a Transitional Generation(Marcia Y. Riggs)
ch. 5 Growing Like Topsy: Womanist Reflections on Dreams and Nightmares (Emilie Townes)

Part II Asian-American Voices
ch. 6 Reformation of Identities and Values within Asian North American Communities (Fumitaka Matsuoka)
ch. 7 A Common Journey, Different Paths, the Same Destination: Method in Liberation Theologies (Peter C. Phan)
ch. 8 A Theology of Transmutation (Andrew Sung Park)
ch. 9 Exodus-toward-Egypt: Filipino-Americans' Struggle to Realize the Promised Land in America (Elezar S. Fernandez)

Part III Hispanic-Latino/a Voices
ch. 10 Constructing Our Cuban Ethnic Identity While in Babylon (Miguel A. De La Torre)
ch. 11 A New Mestizaje/Mulatez: Reconceptualizing Difference (Ada Maria Isasi-Diaz)
ch. 12 La otra America - The Other America (Daisy L. Machado)
ch. 13 Melting and Dreaming in America: Vision and Re-visions (Fernando F. Segovia)

Conclusion: On Unfinished Dreams, Defiant Hopes, and Historical Projects (Elezar S. Fernandez)
Contributors
Index

Additional Info:
This challenging collection of essays offers a refreshing approach to the troubling--and timely--subject of religion and public policy in America, and the ways in which issues of church and state affect our national identity.

The result of a series of conferences on religion and politics conducted by the Public Religion project at the University of Chicago, funded by a grant from the Pew Charitable Trust, this collection brings together an extraordinarily diverse set of contributors. Represented within its pages are the ideas and opinions of scholars, politicians, and religious leaders with backgrounds in law, politics, history, and divinity, among them Senator Paul Simon of Illinois. With its wide range of critical approaches and varied perspectives, this volume makes a vibrant contribution to the national dialogue on politics and religion.

Chief among the essay topics are the evangelical roots of American political life; early conflicts between Enlightenment thinking and spiritual impulses in developing a national identity; the practical problems that today's politicians face in campaigning; the impact of constitutional and legal language regarding our definitions of religion; and the way in which the media's treatment of our spiritual life frames our perceptions of it. These thought-provoking essays will inspire readers to rethink, argue, perhaps act, but most importantly, to converse about this timely and important issue.

This volume will have wide cross-disciplinary appeal. Students and scholars of history, religious studies, and political science will find great value within its pages, as will scholars of divinity and law, and members of this general public concerned with the intersection of faith and politics in American life. (From the Publisher)

Table Of Content:
ch. 1 Religion and American democracy (Jean Bethke Elshtain)
ch. 2 Toward a contextual appreciation of religion and politics (Laura R. Olson)
ch. 3 "A page of history is worth a volume of logic" : charting the legal pilgrimage of public religion (John Witte, Jr.)
ch. 4 Politicians, religion, and civil discourse (Paul Simon)
ch. 5 Religion, politics, and the media (Stewart M. Hoover)
ch. 6 Public religion and voluntary associations (Edward L. Queen II)
ch. 7 Evangelicals past and present (Mark Noll)
ch. 8 Public theology in service to a national conversation (Michael J. Himes)