Making Sadza With Deaf Zimbabwean Women

Missiological calls for self-theologizing among faith communities present the field of practical theology with a challenge to develop methodological approaches that address the complexities of cross-cultural, practical theological research. Although a variety of approaches can be considered critical correlative practical theology, existing methods are often built on assumptions that limit their use in subaltern contexts. Kirk VanGilder addresses these concerns by analyzing existing theological methodologies with sustained attention to a community of Deaf Zimbabwean women struggling to develop their own agency in relation to child rearing practices. He explores a variety of theological approaches from practical theology, mission oriented theologians, theology among Deaf communities, and African women's theology in relationship to the challenges presented by subaltern communities such as Deaf Zimbabwean women. Rather than frame a comprehensive methodology, VanGilder proposes attitudes and guideposts to reorient practical theological researchers who wish to engender self-theologizing agency in subaltern communities.

Can something as simple as friendship have a transformative impact in a divided world? Through a series of richly textured historical portraits and reflections on personal experience, this book shows that boundary-crossing friendships in Christian mission have shaped theologies, built organizations and partnerships, facilitated mission work, and changed attitudes and ways of thinking. This is true in settings as varied as eighteenth-century French women's work, twentieth-century urban Boston, colonial India, the Jim Crow South, and twentieth-century rural Congo. In all these settings and more, friendship has mattered. Boundary-crossing friendships are, however, not easy. Despite their power, such friendships are complicated by race, gender, ability, class, nationality, and other elements of identity, as this book also demonstrates. Friendships are not immune from the divisions in the world, nor a simple cure-all for them. Still, friendship stands as a powerful testimony to the gospel. Therefore, the book calls for more attention to friendship in the study of mission history and more living out of friendship as a practice of mission. In this way, this book pays honor to Dr. Dana L. Robert as a pre-eminent mission scholar and exemplary friend and mentor to others in the fields of missiology and world Christianity.

Missiological calls for self-theologizing among faith communities present the field of practical theology with a challenge to develop methodological approaches that address the complexities of cross-cultural, practical theological research. Although a variety of approaches can be considered critical correlative practical theology, existing methods are often built on assumptions that limit their use in subaltern contexts. Kirk VanGilder addresses these concerns by analyzing existing theological methodologies with sustained attention to a community of Deaf Zimbabwean women struggling to develop their own agency in relation to child rearing practices. He explores a variety of theological approaches from practical theology, mission oriented theologians, theology among Deaf communities, and African women’s theology in relationship to the challenges presented by subaltern communities such as Deaf Zimbabwean women. Rather than frame a comprehensive methodology, VanGilder proposes attitudes and guideposts to reorient practical theological researchers who wish to engender self-theologizing agency in subaltern communities.

What does it mean to engage in Deaf Studies and who gets to define the field? What would a truly deaf-led Deaf Studies research program look like? What are the research practices of deaf scholars in Deaf Studies, and how do they relate to deaf research participants and communities? What innovations do deaf scholars deem necessary in the field of Deaf Studies? In Innovations in Deaf Studies: The Role of Deaf Scholars, volume editors Annelies Kusters, Maartje De Meulder, and Dai O'Brien and their contributing authors tackle these questions and more. Spurred by a gradual increase in the number of Deaf Studies scholars who are deaf, and by new theoretical trends in Deaf Studies, this book creates an important space for contributions from deaf researchers, to see what happens when they enter into the conversation. Innovations in Deaf Studies expertly foregrounds deaf ontologies (defined as "deaf ways of being") and how the experience of being deaf is central not only to deaf research participants' own ontologies, but also to the positionality and framework of the study as a whole. Further, this book demonstrates that the research and methodology built around those ontologies offer suggestions for new ways for the discipline to meet the challenges of the present, which includes productive and ongoing collaboration with hearing researchers. Providing fascinating perspective and insight, Kusters, De Meulder, O'Brien, and their contributors all focus on the underdeveloped strands within Deaf Studies, particularly on areas around deaf people's communities, ideologies, literature, religion, language practices, and political aspirations.

Christianity regards teaching as one of the most foundational and critically sustaining ministries of the Church. As a result, Christian education remains one of the largest and oldest continuously functioning educational systems in the world, comprising both formal day schools and higher education institutions as well as informal church study groups and parachurch ministries in more than 140 countries. In The Encyclopedia of Christian Education, contributors explore the many facets of Christian education in terms of its impact on curriculum, literacy, teacher training, outcomes, and professional standards. This encyclopedia is the first reference work devoted exclusively to chronicling the unique history of Christian education across the globe, illustrating how Christian educators pioneered such educational institutions and reforms as universal literacy, home schooling, Sunday schools, women’s education, graded schools, compulsory education of the deaf and blind, and kindergarten. With an editorial advisory board of more than 30 distinguished scholars and five consulting editors, TheEncyclopedia of Christian Education contains more than 1,200 entries by 400 contributors from 75 countries. These volumes covers a vast range of topics from Christian education: History spanning from the church’s founding through the Middle Ages to the modern day Denominational and institutional profiles Intellectual traditions in Christian education Biblical and theological frameworks, curricula, missions, adolescent and higher education, theological training, and Christian pedagogy Biographies of distinguished Christian educators This work is ideal for scholars of both the history of Christianity and education, as well as researchers and students of contemporary Christianity and modern religious education.

Three recent and commercially successful series of novels employ and adapt the resources of popular fantasy fiction to create visions of religious identity: J.K. Rowling's Harry Potter books, Phillip Pullman's Dark Materials and Tim LaHaye and Jerry Jenkins' Left Behind series. The act of creating fantasy counter-worlds naturally involves all three stories in the creation of what Mike Gray terms "transfigurations of transcendence": hopeful albeit paradoxical encodings of the ambiguous, non-observable reality whose primary locus in modern society is the societally extra-systemic human individual. Popular fantasy fiction turns out to involve acts of world-creation that are inherently religious and inherently paradoxical.A substantive examination shows that all three are involved in more or less intentional re-narrations of traditional Christian beliefs and narratives. The »atheist« His Dark Materials series does not deny but re-imagines the Christian visions of selfhood; the »traditionalist« Left Behind series does not simply replicate but modifies its own declared values; the apparent secularity of the Harry Potter series is shaped by its creative reception of Christian patterns and narratives. While the stories' visions of selfhood clearly clash, the basic paradoxes involved in their struggle to articulate transcendence expose significant parallels and a productive conversation with the Christian tradition.It is not simply that popular fantasy fiction is theologically relevant – the Christian Heilsgeschichte, too, proves to be highly relevant in popular culture. However, while far from obsolescent, models of religious identity in contemporary society require criticism and creativity – and, as evinced most powerfully in the Harry Potter stories, a flair for constructive engagement with paradox.

Deconstructing the theology and practice of the Church, Hannah Lewis shows how the Church unconsciously oppresses Deaf people through its view of them as people who can't hear. Lewis reclaims Deaf perspectives on Church history, examines how an essentially visual Deaf culture can relate to the written text of the bible and asks 'can Jesus sign?' This book pulls together all these strands to consider how worship can be truly liberating, truly a place for Deaf people to celebrate who they are before God.

In Matarenda/Talents in Zimbabwean Pentecostalism, the contributors reflect on how Pentecostalism contributes to the empowerment of marginalised societies, empowers women through the matarenda practices, and contributes to the development of wider society.