Teaching What I'm Not: Embodiment, Race, and Theological Conversation in the Classroom

Abstract

This article examines the theoretical and practical concerns of a White professor who teaches a course on African American religious thought. It begins with a discussion of what it means to be embodied White, and how that affects the teaching of another embodied reality. From there it moves to the major assignment of the course, the evolutionary essay, and how this assignment facilitates student reflection upon their own embodied existence, particularly in terms of race. The article concludes with a brief reflection on the continuing challenges the author faces when teaching such a course.

Outsiders teaching insiders: How instructors from privileged groups can effectively teach about diversity.

“…bell hooks (1994) stated, "I share with the class my conviction that if my knowledge is limited, and if someone else brings a combination of facts and experience, then I humble myself and respectfully learn from those who bring this great gift" (p. 89). Even though research shows little difference in how diverse scholars envision the mission of their academic disciplines, personal experiences may influence how faculty engage with text, develop research questions, and are perceived by and relate to students (Rojas & Byrd, 2012;Thompson, 2000).…”

Teaching sexuality and Christianity for perspective transformation: Suggested resources and strategies

“…At the semester's end, they write an essay that puts their autobiography in dialogue with class materials. Deanna Thompson (), writing about her experience as a white professor of African American religious thought, suggests the tactic of peer reviewing essays that also place student experiences in dialogue with course content. This exercise enables participants to learn from each other's embodied knowledge, share authority, and develop sensitivity to other's viewpoints.…”

Teaching about teaching sexuality and religion

“…Faculty reluctance to engage in classroom discussions of sexuality is similar to reluctance to discuss other “personal” or politically fraught topics, such as race, one's own religious commitments, physical disability, and so forth. All of these topics require sensitivity to others' perspectives and good listening skills for effective pedagogy (for example, on embodiment and race, see Thompson, ). The peer‐to‐peer learning through collegial conversation promoted in this sample workshop may contribute to broader pedagogical effectiveness on these other topics.…”