Graduate Theological Education And The Human Experience Of Disability

This title is an examination of graduate schools of theology and their limited familiarity with the study of disability - and the presence of people with disabilities in particular - on their campuses. It offers suggestions for incorporating disbality studies into theological education and religious life.

Create pathways in theological education and congregational practice for people with disabilities! Graduate Theological Education and the Human Experience of Disability examines graduate schools of theology and their limited familiarity with the study of disability—and the presence of people with disabilities in particular—on their campuses. Dubbed a “missing note” by one theologian, this text offers critical research and illuminates new pathways for theologia and practice in the community of faith. Reviews of previous literature, theology, and practices illuminate how people with disabilities have historically been marginalized by the religious community. Theologians, people with disabilities, and researchers offer suggestions for incorporating disability studies into theological education and religious life. This text contains firsthand testimony from people with disabilities who are the necessary sources of wisdom for overcoming barriers. By infusing education into existing theological curriculum, seminaries may better prepare their students for leadership and ministry in their congregations. People with disabilities number 18% of the population, yet represent only 5-7% of congregational membership. This book explores aspects of theology and disability such as: the challenges faced by theological schools that desire to improve both theological curriculum and facilities a review of literature that connects theology and disability—from sources such as scripture, history, faith traditions, and social theory the various ideologies that shape the way the human body is understood—redefining “normal” in theological education an overview of critical boundaries that mark the limits and possibilities for theological inquiry about the human experience of disability creative concepts that religious communities may use to better include people with disabilities and their families how the religious community may benefit from the gifts, talents, and leadership of people with disabilities Graduate Theological Education and the Human Experience of Disability contains a reprint of Dr. Harold Wilke’s landmark 1978 article from Theological Education (published by the Association of Theological Schools). Dr. Wilke, born without arms, was the theologian, minister and scholar who first articulated the need to address the human experience of disability in both theological education and congregational life. With extensive biographies and inclusive liturgies, this innovative text is a valuable resource for seminary professors and leaders, clergy, and disability advocates.

A re-examination of Jewish scripture and teachings about disabilities Few people are untouched by the issue of disability, whether personally or through a friend or relative. Jewish Perspectives on Theology and the Human Experience of Disability shares moving insights from around the world and across the broad spectrum of Judaism on how and why the Jewish community is incomplete without the presence and participation of the disabled. Authors representing each of the three main movements of Judaism—Orthodox, Conservative, and Reform—examine theology, scripture, ethics, practical theology, religious education, and personal experience to understand and apply the lessons and wisdom of the past to issues of the present. Authors from Israel, the United States, the United Kingdom, and Australia reflect on their theological understandings of specific disabilities and on disability as a whole. Jewish Perspectives on Theology and the Human Experience of Disability re-examines tradition, teachings, and beliefs to shatter stereotypes of Judaism and common interpretations of scripture. This unique book addresses several disabilities (blindness, deafness, intellectual disabilities, autism, learning disabilities), and a wide range of topics, including human rights and disabilities, Jewish laws concerning niddah, misconceptions about disabilities in the Hebrew Bible, Jewish community programs to include people with disabilities, and the need to educate American Jews about Jewish genetic diseases. Jewish Perspectives on Theology and the Human Experience of Disability examines: three methods that allow Jews who are blind to participate in the Torah service the spiritual needs of people with learning disabilities the attitude of Jewish Law toward marriage and parenthood on people with intellectual disabilities how the rabbis of the Mishnah incorporated Greco-Roman beliefs about the connections between hearing, speech, and intelligence into Jewish law a sampling of opinions issued on matters concerning disabilities by the Responsa Committee of the Central Conference of American Rabbis how the Jewish sages have made participation by people with disabilities possible and much more Jewish Perspectives on Theology and the Human Experience of Disability also includes reviews of Judaism and Disability: Portrayals in Ancient Texts from the Tanach through the Bavil and Disability in Jewish Law, as well as comprehensive resource collections. This book is an essential read for clergy and lay leaders involved in the support of people with disabilities, for the families of people with disabilities, and for anyone working with the disabled.

This book reformulates Christian education as an interdisciplinary and interdenominational vocation for professionals and practitioners. It speaks directly to a range of contemporary contexts with the aim of encouraging conceptual, empirical and practice-informed innovation to build the field of Christian education research. The book invites readers to probe questions concerning epistemologies, ethics, pedagogies and curricula, using multidisciplinary research approaches. By helping thinkers to believe and believers to think, the book seeks to stimulate constructive dialogue about what it means to innovate Christian education research today.Chapters are organised into three main sections. Following an introduction to the volume's guiding framework and intended contribution (Chapter 1), Part 1 features conceptual perspectives and comprises research that develops theological, philosophical and theoretical discussion of Christian education (Chapters 2-13). Part 2 encompasses empirical research that examines data to test theory, answer big questions and develop our understanding of Christian education (Chapters 14-18). Finally, Part 3 reflects on contemporary practice contexts and showcases examples of emerging research agendas in Christian education (Chapters 19-24).

This edited book reflects a much needed area of scholarship as the voices of African American (AA) or Black students defined by various labels such as learning disability, blindness/visual impairment, cognitive development, speech or language impairment, and hearing impairment are rare within the scholarly literature. Students tagged with those identifiers within the Pk-20 academic system have not only been ignored, and discounted, but have also had their learning framed from a deficit perspective rather than a strength-based perspective. Moreover, it was uncommon to hear first person narratives about how AA students have understood their positions within the general education and special education systems. Therefore, with a pervasive lack of knowledge when it comes to understanding the experiences of AA with disabilities, this book describes personal experiences, and challenges the idea that AA students with disabilities are substandard. While this book will emphasize successful narratives, it will also provide counter-narratives to demystify the myth that those with disabilities cannot succeed or obtain terminal degrees. Overall, this edited book is a much needed contribution to the scholarly literature and may help teachers across a wide array of academic disciplines in meeting the academic and social needs of AA students with disabilities. ENDORSEMENTS: Dr. Shawn Robinson’s collection of personal narratives raises critical questions about the U. S. public education system. Written by African Americans compartmentalized in special education programs because of actual or perceived disabilities, these stories will impel readers even tangentially affiliated with educational institutions to consider testing, placement, mainstreaming, retention and promotion, and other assessment policies that determine grade-level readiness. Thanks to Robinson, the perspectives of these graduates who surmounted barriers to more positive and accommodating learning environments now receive proper attention. ~ John Pruitt, University of Wisconsin-Rock County With a bold vision, Dr. Shawn Anthony Robinson enters the discussion of Special Education with a collection of narratives that highlight the struggles and triumphs of marginalized students. In America, we have a long, contested history of “inclusion” of students of color and difference in our public, mainstream institutions. When these students are invited to the education table, they still must overcome persistent and pernicious barriers to true and equal educational opportunities. Consequently, students are left to “sink or swim” in oceans disparity and inequity. This collection of narratives and counter-narratives, confront the absence of adequate research and other empirical evidence of pedagogy and practice that would be essential to 21st Century progress in educational praxis. This volume represents one, important step towards adding new voices to the continuing struggle of meaningful inclusion. How might students of color and difference succeed in an education system that provides “no room to bloom? The authors address this challenge by exploring topics such as Aspirational Capital, Linguistic Capital, Familial Capital, Social Capital, Navigational Capital and Resistance Capital. The reader will be exposed to ideas that will help students “make a way out of no way” by working both within and against educational systems full of barriers and opportunities. Congratulations to Dr. Robinson and his colleagues as the content of this volume represents an important contribution to the extant literature. ~ Gregory A. Diggs , Denver, Colorado

Persons with disabilities in Church and society : a historical and sociological perspective /Samuel Kabue --Claiming and developing a disability hermeneutics : towards a liberating theology of disability /Arne Fritzson --Perfect God and imperfect creation : in the image of God and disabled /Joseph D. Galgalo --Sin, suffering, and disability in God's world /A. Wati Longchar --One in Christ : priesthood of the disabled and the exercising of gifts /C.B. Peter --Biblical perspectives on disability /Sammy Githuku --Lazarus, come out! : how contextual Bible study can empower the disabled /Janet Lees --The Church, public policy, and disability concerns in Kenya /Phitalis Were Masakhwe --Cultural barriers to the disabled people's participation in Church life /Reuben Kigame --Education, employment, and health : a disability perspective /Anjeline Okola --Society and leadership : challenges and opportunities for people with disabilities /Esther Mombo --Disability : social challenges and family responses /Joseph Shiriko --Disability and sexuality /Salome Wairimu Muigai --Gender and disability challenges wihin the Church /Joseph Sinyo --Combating HIV & Aids among persons with disability : a disability perspective /Paul Chappell --Persons with disabilities and psychological perspectives /Ndung'u J.B. Ikenye --Psychosocial disability : attitudes and barriers to social integration in Church and society /Janet Amegatcher --The Church and pastoral counseling for disability /David Kiarie --Persons with disabilities in Madagascar /Ralphine Razaka --Persons with disabilities in Malawi : what are the issues? /Rachel Kamchacha Kachaje --A profile of Tanzanians with disabilities /Kaganzi Rutachwamagyo --Persons with disabilities in Uganda /Gidudu Balayo N. Seezi --Persons with disability in South Africa /Joy Sebenzile P. Matsebula.

Attention to embodiment and the religious significance of bodies is one of the most significant shifts in contemporary theology. In the midst of this, however, experiences of disability have received little attention. This book explores possibilities for theological engagement with disability, focusing on three primary alternatives: challenging existing theological models to engage with the disabled body, considering possibilities for a disability liberation theology, and exploring new theological options based on an understanding of the unsurprisingness of human limits. The overarching perspective of this book is that limits are an unavoidable aspect of being human, a fact we often seem to forget or deny. Yet not only do all humans experience limits, most of us also experience limits that take the form of disability at some point in our lives; in this way, disability is more "normal" than non-disability. If we take such experiences seriously and refuse to reduce them to mere instances of suffering, we discover insights that are lost when we take a perfect or generic body as our starting point for theological reflections. While possible applications of this insight are vast, this work focuses on two areas of particular interest: theological anthropology and metaphors for God. This project challenges theology to consider the undeniable diversity of human embodiment. It also enriches previous disability work by providing an alternative to the dominant medical and minority models, both of which fail to acknowledge the full diversity of disability experiences. Most notably, this project offers new images and possibilities for theological construction that attend appropriately and creatively to diversity in human embodiment.

In recent decades churches have accommodated people with disabilities in various ways. Through access ramps and elevators and sign language, disabled persons are invited in to worship. But are they actually enfolded into the church's mission? Have the able-bodied come to recognize and appreciate the potential contributions of people with disabilities in the ministry and witness of the church? Benjamin Conner wants to stimulate a new conversation between disability studies and Christian theology and missiology. How can we shape a new vision of the entire body of Christ sharing in the witness of the church? How would it look if we "disabled" Christian theology, discipleship, and theological education? Conner argues that it would in fact enable congregational witness. He has seen it happen and he shows us how. Imagine a church that fully incorporates persons with disabilities into its mission and witness. In this vision, people with disabilities contribute to the church’s pluriform witness, and the congregation embodies a robust hermeneutic of the gospel. Picture the entire body of Christ functioning beyond distinctions of dis/ability, promoting mutual flourishing and growing into fullness. Here is an enlargement of the church’s witness as a sign, agent, and foretaste of the kingdom of God. Here is a fresh and inspiring look at the mission of the church when it enfolds people with disabilities as full members. Missiological Engagements charts interdisciplinary and innovative trajectories in the history, theology, and practice of Christian mission, featuring contributions by leading thinkers from both the Euro-American West and the majority world whose missiological scholarship bridges church, academy, and society.