Sarah Travis

Paul Scott Wilson

Preaching and Trauma-Informed Theology

Unspeakable

Colonialism and imperialism continue to impact the personal and social identities of North American preachers and listeners. In Decolonizing Preaching, Sarah Travis argues that sermons have a role in shaping the identity and ethics of listeners by helping them formulate responses to empire and colonization. Travis employs postcolonial theories to provide important insights for the practice of preaching today. She also turns to the social doctrine of the Trinity to offer a vision of the divine/human community that effectively deconstructs colonizing discourse. This book offers preachers and other practical theologians a gentle introduction to colonial history, postcolonial theories, and Social Trinitarian theology, while equipping them with tools to decolonize preaching and strategies for preventing, resisting, and responding to colonizing discourse. Travis effectively casts a vision of a "perichoretic space" in which preacher and listener encounter the living God-in-Trinity and are transformed, reconciled, and sent out to others in the church and beyond.

Decolonizing Preaching The Pulpit as Postcolonial Space

Decolonizing Preaching

Post-Christendom, Christian leaders and preachers in North America struggle to respond to anxiety and despair about the future of the church. Declining participation, fewer resources, decreased influence, and confusion about pastoral and ecclesial identity lead to fear for the survival of the institutional church. Preaching must speak to the despair and confusion faced by congregations today, as well as cast a hopeful vision for an uncertain future. This book argues that preachers can change the narrative of the church post-Christendom, by urging an exit from Christendom ecclesiology and promoting the construction of an identity that embraces vulnerability and incarnation instead of power and permanence. Counterintuitively, failure, decrease, and marginalization constitute good news for the church. Through wide-ranging conversation partners including postcolonial theory and theology, social science, systematic theology, and homiletic literature, this book engages preachers and scholars who seek to reimagine both gospel and ecclesial identity in order to bring new life to communities in despair. Preachers participate in a process of metamorphosis, in which the church’s self-understanding is transformed into a vulnerable, incarnate community that leaves behind the character of Christendom.

Preaching after Christendom

Metamorphosis

Jody Stokes-Casey

Seoyeon Kim

Arts educators have adopted social justice themes as part of a larger vision of transforming society. Social justice arts education confronts oppression and inequality arising from factors related to race, ethnicity, nationality, religion, class, ability, gender, and sexuality. This edition of Common Threads investigates the intersection of social justice work with education in the visual arts, music, theatre, dance, and literature. Weaving together resources from a range of University of Illinois Press journals, the editors offer articles on the scholarly inquiry, theory, and practice of social justice arts education. Selections from the past three decades reflect the synergy of the diverse scholars, educators, and artists actively engaged in such projects. Together, the contributors bring awareness to the importance of critically reflective and inclusive pedagogy in arts educational contexts. They also provide pedagogical theory and practical tools for building a social justice orientation through the arts. Contributors: Joni Boyd Acuff, Seema Bahl, Elizabeth Delacruz, Elizabeth Garber, Elizabeth Gould, Kirstin Hotelling, Tuulikki Laes, Monica Prendergast, Elizabeth Saccá, Alexandra Schulteis, Amritjit Singh, and Stephanie Springgay

Collaborative Pedagogies for Social Justice

Arts Education in Action

Amelia M. Kraehe

Emily J. Hood

Tyson E. Lewis

This book presents a collection of vivid, theoretically informed descriptions of flashpoints––educational moments when the implicit sociocultural knowledge carried in the body becomes a salient feature of experience. The flashpoints will ignite critical reflection and dialogue about the formation of the self, identity, and social inequality on the level of the preconscious body.

Case Studies on the Embodiment of Sociocultural Differences in Education

Pedagogies in the Flesh

Sarah Travis

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