P a g e | 1 WOMANIST APPROACHES TO JUSTCE CENTERED RELIGIOUS EDUCATION Summer 2020 June 8-12th Monday -Friday: 9:00 a.m. – 4:30 p.m. Contact Info: [email protected]Itihari Toure, Ed.D., Instructor Office Hours: by appointment ______________________________________________________________________ MCCORMICK THEOLOGICAL SEMINARY MISSION STATEMENT We are a community of learning and teaching, challenged by the Holy Spirit and grounded in God's transforming love for the world in Jesus Christ. We are called to nurture the gifts of women and men for faithful Christian ministry and leadership through rigorous academic study, practical experience and spiritual formation. A seminary of the Presbyterian Church (USA) since 1829 and a progressive leader within the Reformed tradition, we are committed to institutional life, scholarship and ministry that are ecumenical, urban and cross-cultural COURSE DESCRIPTION This course posits a Womanist pedagogy as a restorative approach for justice education in the religious context. Womanist pedagogy as a method of practical theology situates the life of the church, society, and the individual in the activities of remembering African cultural strengths and resisting social forces against the recovery and restoration of ethical ideals (harmony, order, balance, reciprocity, wisdom and equity) in the lives of the marginalized. Intersectionality as lived phenomenon (K. Crenshaw, 1991) is examined through these four human activities contained in both our personal and communal spiritual practice. The course surveys how we can critically recover the theologies of the African Diaspora and constructively develop a theological and Christian praxis for the future that re-connects to communal wholeness. Womanist pedagogy uses Black women’s stories in the center of life’s (and church) narratives. Using a participatory action research model this course applies Womanist pedagogy as a liberative for religious education in the church, academy and community responsive to justice centered liturgy, curriculum development and social justice programs. SATISFACTORY ACADEMIC PROGRESS POLICY A three-credit hour course requires a minimum of 36 contact hours by the learner to successfully complete the course for three credit hours. Please note that the summer class schedule meets this minimum such that one unexcused absence can severely hinder the learner’s ability to meet the required hours and may consequently affect the learner’s ability to make satisfactory attendance according to the Mccormick’s policy on satisfactory academic progress. DISABILITY ACCOMMODATION POLICY The Office of Learner Services provides services for qualified learners with verified physical or mental disabilities in accordance with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. (ADA). Services provided include, but are not limited to: readers, note takers, equipment loan, interpreters, adaptive computer software, large print copying, test proctoring, community referral, and advocacy. The mission of the Abilities office is “empowerment through education,” These services provide disabled learners with equal access to education and an opportunity to fully participate in activities related to the academic pursuits. Learners with disabilities must identify themselves in order to receive support from the Abilities office. All documentation related to the existence of a disability is treated as confidential information
We are a community of learning and teaching, challenged by the Holy Spirit and grounded in God's
transforming love for the world in Jesus Christ.
We are called to nurture the gifts of women and men for faithful Christian ministry and leadership through
rigorous academic study, practical experience and spiritual formation.
A seminary of the Presbyterian Church (USA) since 1829 and a progressive leader within the Reformed
tradition, we are committed to institutional life, scholarship and ministry that are ecumenical, urban and
cross-cultural
COURSE DESCRIPTION
This course posits a Womanist pedagogy as a restorative approach for justice education in the religious
context. Womanist pedagogy as a method of practical theology situates the life of the church, society,
and the individual in the activities of remembering African cultural strengths and resisting social forces
against the recovery and restoration of ethical ideals (harmony, order, balance, reciprocity, wisdom and
equity) in the lives of the marginalized. Intersectionality as lived phenomenon (K. Crenshaw, 1991) is
examined through these four human activities contained in both our personal and communal spiritual
practice. The course surveys how we can critically recover the theologies of the African Diaspora and
constructively develop a theological and Christian praxis for the future that re-connects to communal
wholeness. Womanist pedagogy uses Black women’s stories in the center of life’s (and church)
narratives. Using a participatory action research model this course applies Womanist pedagogy as a
liberative for religious education in the church, academy and community responsive to justice centered
liturgy, curriculum development and social justice programs.
SATISFACTORY ACADEMIC PROGRESS POLICY
A three-credit hour course requires a minimum of 36 contact hours by the learner to successfully complete the course
for three credit hours. Please note that the summer class schedule meets this minimum such that one unexcused
absence can severely hinder the learner’s ability to meet the required hours and may consequently affect the learner’s
ability to make satisfactory attendance according to the Mccormick’s policy on satisfactory academic progress.
DISABILITY ACCOMMODATION POLICY
The Office of Learner Services provides services for qualified learners with verified physical or mental disabilities in
accordance with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. (ADA). Services
provided include, but are not limited to: readers, note takers, equipment loan, interpreters, adaptive computer
software, large print copying, test proctoring, community referral, and advocacy. The mission of the Abilities office is
“empowerment through education,” These services provide disabled learners with equal access to education and an
opportunity to fully participate in activities related to the academic pursuits. Learners with disabilities must identify
themselves in order to receive support from the Abilities office. All documentation related to the existence of a
disability is treated as confidential information
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ACADEMIC INTERGRITY POLICY (ABBREVIATED)
CLASS FORMAT
As a week intensive course, the methodology (praxis-research-praxis-reflection-praxis) will examine topics of
intersectionality and implement course objectives using films, music and scholarly literature in the review of
Womanist thought, essential constructs of Christian faith practice and education in church and community that frame
the African and African American religious experience. Learners will apply their own experiences (praxis) to the
assumptions and data from the literature on religion and justice education through structured discussion, small group
and individual reflective work, written submissions and oral presentations Each learner will translate the insights and
conclusions gained from this reflection into responsive social action (praxis) with the creative products of the course
reflecting the application of research, reflection and practice.
PROGRAM STUDENT LEARNING OUTCOMES
The course outcomes are evidence of the Master of Divinity, Master of Arts in Ministry and Master of
Theological Studies Arts learning outcomes in the following competencies:
Master of Divinity Learning Outcomes (MDiv)
Master of Arts in Ministry Learning Outcomes (MAM)
Master of Theological Studies Learning Outcomes (MTS)
Think Critically Exploring the definitions of womanist thought and pedagogy and the concepts that shape
ontological, epistemological, hermetical and theological ideas and practice
Construct theological meaning using Christian tradition(s) Specific examination of African and African American religious experience
Communicate effectively The interactive and collaborating learning in class oral presentations of reading materials and
liturgical demonstrations
Exhibit cross-cultural competence The viewing and discussion of films on African and African American spiritualities, illustrating
cultural, historical and social context for religious expression in the face of multiple oppressions
Lead just and sustainable communities development of a practical and conceptual framework of community leadership in social justice
Serve effectively in congregational ministries- explicate the formal and informal spiritual practice and religious education that occurs in community life
Engage in theological research and analysis based upon an argument and construct a theological essay or thesis article-examining the function and purpose of acid participatory research
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COURSE LEARNING OUTCOMES
By the conclusion of this course, students will:
1. Explore various definitions of Womanist thought, religious education and womanist pedagogy to inform and
under gird one’s own definition and philosophy of religion and justice education statement.
2. Interpret concepts, ideas and values influencing their own ontology, epistemology, theology and hermeneutic
of “Divine Purpose” and “Educational Purpose” though the course readings;
3. Examine the function and purpose of participatory action research as one research methodology that supports
cultural and social responsiveness in educational philosophies, liberative pedagogies and evaluations
practices for professional women and men in ministry, the Black church and community.
4. Explicate and embrace the centrality of formal and informal spiritual practice and religious education
in the history and life of the Black community, church and its ministries resulting in liturgical
performance, educational lesson or media exercise.
5. Examine and critique educational ministry, liturgy, programs, and educational practices as “action”
against oppressive forces and social restoration for justice centers leadership practice documented
through an action research poster and summary.
DAILY SCHEDULE
9:00 a.m. – 9:15 a.m. Touch the Spirit: Opening Centering
9:15 a.m. – 9:45 a.m. Reading Circle Presentation
10:00 a.m.-10:45 a.m. Focused Teaching on Womanist Approach
• Miles-Tribble, V. (2017). Restorative justice as a public theology imperative.
Review & Expositor, 114(3), 366–379.
• Umoja: African Women’s Alterity and Dialogic Location by Mary Modupe
Kolawole in Womanism and African Consciousness Africa World Press (1997)
• Created and Redeemed: The Exodus Event by Mercy Amba Oduyoye in Hearing
and Knowing; Theological Reflections on Christianity in Africa
• The Current Shape of Womanist Practical Theology: Paradigm Shift: Pastoral
Theology to Womanist Pastoral Theologies by Phillis Isabella Sheppard in
Self, Culture and others in Womanist Practical Theology Palgrave MacMillian
(2011)
• Women’s Oral Genres and Ambivalent Literary Heroinism by Mary Modupe
Kolawole in Womanism and African Consciousness Africa World Press
(1997)
4. Restoration
• Repossessing African Space: Self-Healing and Self-Retrieval in the
Diaspora by Mary Modupe Kolawole in Womanism and African
Consciousness Africa World Press (1997)
• Watch The Body With New Eyes: Womanist Thought Contributions to a
Humanist Notion of Ritual by Anthony Pinn (2007)
• Joseph L. Tucker Edmonds (2017) The Canonical Body: Alternative African: American
Religions and the Disruptive Politics of Sacrality : Department of Religious Studies and
Program in Africana Studies, Indiana University School of Liberal Arts
• Bridgeman, V. (2017). Our Lives Matter: A Womanist Queer Theology. Black Theology: An
International Journal, 15(2), 176–178.
• Black Women and Self Psychology: Toward a Useable Dialogue by Phillis Isabella
Sheppard in Self, Culture and others in Womanist Practical Theology Palgrave
MacMillian (2011)
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COURSE REQUIREMENTS
Outcome 1 Addressed: Explore various definitions of Womanist thought, religious education and womanist pedagogy to inform and under gird one’s own definition and philosophy of religion and justice education statement; Assignment I: Touch The Spirit Exercises (20pts) Participation assignments are completed as a part of the designated class session to provide
opportunity for learners to engage the reading material and topic focus. There are no alternate days for
these participation assignments. Learners will choose one or two “interpretations” (depending on total
number in the class) to share with the entire class:
a. Music as a womanist interpretation for remembering and explanation
b. Imagery womanist interpretation for resisting oppressive forces and explanation
c. Film as a womanist interpretation for recovery and explanation
d. Liturgical expressions as a womanist interpretation for restoration and explanation
Outcome 2 Addressed: Interpret concepts, ideas and values influencing their own ontology,
epistemology, theology and hermeneutic of “Divine Purpose” and “Educational Purpose”
Assignment II: Reading Critique Circles—In Class (20 pts) and Online (10 pts) A. The reading circle in class presentation is not a report as such. It is a teaching moment. It is a
way to encapsulate the relevance and responsiveness of the reading to the target audience. As you
select a role and develop your comments, be mindful of how to make your contribution relevant and
responsive, majestic and evidence of mastery to your professional peers. The way in you the
learner situates your critique in class also reflects how you enter into the online discussion forum.
B. In the online discussion forum, each student selects a role in the discussion.
The roles may rotate from one text discussion to the next to ensure learners gains experience and
knowledge of each role responsibility.
Facilitator- This person is responsible for getting the discussion going and for devising pre- made questions on the reading and/or choosing passages from the text for discussion.
Proposer- This person presents discussion that is favorable toward the topic(s) and provides text- based evidence or own experience for support and connections.
Dissenter- This person presents discussion that is not favorable toward the topic(s) and provides text-based evidence or own experiences for support and connections.
Connector- This person relates things that occur in the passage with the real world or other medium (dance, theatre, music or films)
Illuminator-This person takes the view from bridge and examines the circle discourse wholistically raising implications and insights, challenges and strengths to what is being posted.
Vitalizer- This person choose words, idioms, phrases that trigger multiple interpretations or meanings, s/he explains the meaning in the context of the reading and the course content.
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Outcome 3 Addressed: Examine the function and purpose of participatory action research as one research
methodology that supports cultural and social responsiveness
Assignment III: Action Research: Narrative Theology and Womanist Thought Conceptual Map Slides (10 pts) Participatory Action Research or “PAR” is a way of collecting information for organizing that honors,
centers, and reflects the experiences of people most directly affected by issues in our communities. This is a
two slide powerpoint that takes the “PAR” and the outcome of linking Biblical stories to historical, cultural
and social justice moral dilemma (storylinking).
Outcome 4 Addressed: Explicate and embrace the centrality of formal and informal spiritual practice and
religious education in the history and life of the Black community;
Assignment IV: Practical Theology of African and African American Religious Experience In Film (15 pts) Four (4) films are viewed by the class online as dramatic and historical illustrations of the African and
African American theologies in practice. Learners develop “table talk” questions that address the
essential constructs of each film.
Outcome 5 Addressed: Examine and critique educational ministry, liturgy, programs, and educational
practices as “action” against oppressive forces and social restoration for justice centers leadership practice
Final Assignment V: Action Research: Practical Theology and Womanist Thought Summary and Poster (25 pts) After the conclusion of the week intensive, each learner will submit an action research project proposal
outline and poster to demonstrate womanist approach to addressing one process of justice centered
Africentric education. Each learner will use one of four processes of the approach to Womanist pedagogy
communicated in this course to design an educational action research process for church liturgy, community
learning or the academy. Class researchers will develop 3 sections of an action research proposal and poster
with at least one of the following:
Remembering
Resistance
Recovery
Restoration
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I. ASSIGNMENTS FULL DESCRIPTIONS
Action Research: Practical Theology and Womanist Thought Conceptual Map Slides Participatory
Action Research or “PAR” is a way of collecting information for organizing that honors, centers, and
reflects the experiences of people most directly affected by issues in our communities. This is one-two
slide powerpoint takes the “PAR” development diagram (see page 5) and presents the research journey
through the action research process.
Reading Critique Circles—In Class and On Moodle The reading circle product is not a report as such.
It is a way to encapsulate the relevance and responsiveness of the reading to the target audience. As you
select a role and develop your comments, be mindful of how to make your contribution relevant and
responsive, majestic and evidence of mastery to your professional peers.
The scoring rubric for the reading circles on line and in the presentation will assess to what degree does
the group:
enhance our understanding humanity and social realities, to help us see the global from multiple perspectives which may be very different from ourselves; to live more lives than the one we have; to try on various roles.
develop compassion and insight into the behavior of ourselves and others through shared lived experiences so that the readers’ relate the actions, consequences, joys and challenges with one another;
show us the past in a way that helps us understand the present (Sankofa).
move us in ways that facts, statistics, and history texts cannot do isolated from lived experiences;
promote and develop the imagination; to help us entertain ideas we never could have had;
interpret and translate our experiences, to shape our world, and to enlarge our imaginations,
take us out of ourselves and return us to ourselves as a changed self and, enlarge our thinking while educating our hearts.
The Critical Reading Circle is comprised of 2 activities:
1. Reading as assigned
2. Commentary on the course Moodle forum (a total of 8 posts in 4 different roles over the course
of the class)
Step One: Read the “required” and “selected” chapters and articles as listed in the class schedule
Step Two: Come to class prepared to discuss, reflect on the reading and recall which role you chosen
have to assume in the online discussion forum. Post your substantive contribution on the forum thread,
thereby making your conversation available to all in the course.
On-line Posts-What Is Substantive? What Are the Roles for Participation?
Substantive participation does include responses to discussion questions as well as discourse between
students related to the subject matter. Substantive responses must be based upon the course content,
theory or personal experiences…not mere opinion. A simple “I agree” will not count. Substantive
responses could also include appropriate documentation/citation. Substantive comments elicit critical
thinking, new questions, relate to real issues.
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Step 3. Each student selects a role in the discussion. The roles may rotate from one text discussion to
the next to ensure learners gains experience and knowledge of each role responsibility.
Facilitator- This person is responsible for getting the discussion going and for devising pre- made questions on the reading and/or choosing passages from the text for discussion.
Proposer- This person presents discussion that is favorable toward the topic(s) and provides text- based evidence or own experience for support and connections.
Dissenter- This person presents discussion that is not favorable toward the topic(s) and provides text-based evidence or own experiences for support and connections.
Connector- This person relates things that occur in the passage with the real world or other medium (dance, theatre, music or films)
Illuminator-This person takes the view from bridge and examines the circle discourse wholistically raising implications and insights, challenges and strengths to what is being posted.
Vitalizer- This person choose words, idioms, phrases that trigger multiple interpretations or meanings, s/he explains the meaning in the context of the reading and the course content.
Action Research Written Summary and Poster The Womanist Approach Action Research proposal
outline and poster powerpoint are the culmination work project that supports each student’s direct
participation in addressing a social issue affecting the African and African Diaspora women in the
church, community and the academy through a womanist approach.
The Poster PowerPoint-The ethnographic study poster presents a specific ethnographic action research
study addressing the course’s articulation the role of remembering, resistance to the forces and
consequences of gender and other forms of oppression, recovery in the role and function of African and
African Diaspora women in society, and/ or models of restorative relationships among persons, families
and all five evaluative components of ethnographic study as described in the chosen study as well as the
team’s reflection of the study results and conclusion.
The Study Poster Powerpoint adheres to the following standards to receive credit:
1. Poster Sections:
a. Introduction
b. Historical and Analytical Background of the Remembering, Resistance,
Recovery, or Restoration
c. Significance of the Issue to Womanist Thought/Justice Education
d. Methodology/Activities
e. Implications-For My Own Narrative/Story
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A Note about Participation Participation is defined as each learner’s substantive contribution to the course discussion in
small group and/or full class. Learner contributions that are considered substantive are inclusive
of:
Sharing a related experience
Commenting on others’ experiences
Asking others questions about their ideas and experiences
Offering a different perspective about an idea that is being discussed
Describing an interesting idea from the course reading and explaining what insights were gained from it
Asking the group a question about the reading if more information on a topic is desired
Disagreeing (respectfully) with a point that someone else made
Discussing a related work issue and requesting feedback about it
Describing how recent course concepts have been applied to personal/occupational life
Sharing another resource to explore course topics
Seeking clarification about terms or concepts introduced by either facilitator or fellow learners
Pointing out or paraphrasing research that is relevant to the topic currently being discussed, with proper reference citations
Noting briefly, the content and/or purpose of a pertinent research, resource and providing information on obtaining that research or resource.
GRADING SYSTEM
Course Evaluation Rubric
The evaluation criteria applied to all course requirements for this course are listed. The intent of
this rubric is to enable you to evaluate your own work on the class exercises, cluster work and
individual assignments by the same standards as the course facilitator.
I. Quality of Information Presented
.Explanation: Class discussion and assignments by the learner consistently presents
investigation using both theoretical and experiential documentation. Information presented
represents careful and thoughtful effort to cover key elements of the topic thoroughly. The
information presented is relevant to the course topics and based on an analytical framework.
II. Writing Style & Structure
Explanation: Written assignments consistent presenting ideas in a clear manner and with a
strong organizational structure. Written submissions should use Turabian Manual for Writers
III. Application of Course Paradigm/Conceptual Model
Explanation: Consistent application of the sociological forces and theological interpretations
that produce consequences and/or outcomes concerning education in religion and
church/community life. A critique of these forces and consequences, from a sociological and
theological perspective is demonstrated through
(a) an understanding of the theories and concepts relevant to the topic
(b) an original or creative approach to a consequence or perspective;
or (c) by forming arguments/critiques using competing concepts and theories into account.
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IV. Topic Significance
Explanation: The learner consistently discusses the meaning and relevance for the practice of
leadership in the church and in religion by indicating the value of the information to the topic or
to leadership overall.
All written work is to be typed, double-spaced, with page numbers. An average typed page is
roughly 300-350 words. While dialogue with other students will be an important element of this
class, all written work is to be in your own words, without plagiarism. Please consult the ITC
catalogue to reference school policies. All direct quotes and paraphrasing must be cited!!! Please
follow the Kate L. Turabian Manual For Writers. Refer to the ITC catalogue for a detailed
description of the grading scale
Therefore An “A” paper is:
A very clear, insightful paper that includes:
Some original thinking
An excellent grasp of the subject matter
Clear evidence of personal engagement with course material and critical thinking
Goes beyond the call of duty
Thorough and timely preparation of the assignment
Willingness to be changed by new insights and discoveries
Correct spelling and grammar!!!
Grading Scale
Grade Points
Quality Value
Numerical
A 4.0 96-100
A- 3.7 90-95
B+ 3.3 87-89
B 3.0 83-86
B- 2.7 80-82
C+ 2.3 77-79
C 2.0 73-76
C- 1.7 70-72
D+ 1.3 67-69
D 1.0 63-66 F 0.0 60-62
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COURSE SCHEDULE (Subject to Change)
Date Topic Reading Assignments
Defining Womanist Approaches to Education: Theological & Contextual Foundations
June 8 Morning
Introductions, Syllabus Review, Overview of Womanist Approaches to Religious Education Flow of the course Touch the Spirit: What Is This? Topic: Narrative Theology & Storylinking
Whole Class Reading: Gabroel Fackre (2013) Narrative Theology: An Overview, Sage Publications
Touch the Spirit-Liturgical “Purpling” Collective Meaning of Education; Religion, Christian, Liberation, Womanist, Practical Theology
RE-MEMBERING
Research as Truth-seeking All Learners-Online discussion focus:
Topic: Participatory Action Research Action Research Work-What Is the Inquiry? Women in African Traditional Religions
Rosalyn F. T. Murphy. (2012). Sista-Hoods: Revealing the Meaning in Hagar’s Narrative. Black Theology: An International Journal, 10(1), 77–92.
1. Post in Online discussion circle assume a discussion role
2. Posts Possible PAR focus: Select the overarching issue that interests you in some way. List key words to help you look up information about the topic
Individually Selected Reading in Course Packet:
Afternoon Film Viewing: Remembering—Daughters of the Dust Resisting—Beloved Recovering—Once Upon A Time When We Were Colored Restoring— Beast of the Southern Wild, Housekeeping/Announcements Table Talk
Remembering The Black Madonna-unpublished paper by Itihari Toure Dr. Kwame’-Osagyefo Kalimara (2018)Gelede, Our Mothers Creating Revolutionary Change - Are We Standing in Our Truth?A Call to Action!!! “Journey into the Cosmos of the Self”: An Interview with Dr. Teresa N. Washington, conducted and edited by Ọyadare for Ọya's Tornado, January 9, 2016.
For “Touch the Spirit” tomorrow: Shared Meaning of Voice Use the film, music, imagery and/or the readings or class presentation to develop/share a Touch The Spirit Online discussion circle posts
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Womanist Approaches to Education: Re-Membering African Womanhood Before the Great Disruption
Date Topic Reading Assignments
June 9
The Spirituality of Feminine Energy Whole Class Reading: Turman, Eboni Marshall. 2019. “Black Women’s Wisdom.” Christian Century 136 (6): 30–34
Touch the Spirit Assignment #1 Shared Meaning of Voice Film Commentary “Remembering” Online discussion circle posts
Action Research Work: Conceptual Framework
Action Research: Using the general overview, begin to focus the topic into something you can cover well. Write a statement of purpose about the focused topic
RE-MEMBERING
Touch the Spirit: Nikki Giovanni’s Ego Tripping Topic: Black Women of Antiquity
All Learners-Online discussion focus: Ebere, Charles. 2011. “Beating the Masculinity Game: Evidence from African Traditional Religion.” Cross Currents 61 (4): 480–95.
Online discussion circle posts In class: Womanist Action Research Concept Map PPT slide
Action Research Work Housekeeping/Announcements
Action Research Query: Brainstorm questions about the focused topic. Group questions under similar headings. Add any new questions you can think of under those headings
Individually Selected Reading in Course Packet:
Action Research Work Housekeeping/Announcements Film Viewing: Remembering— “Daughters of the Dust” Housekeeping/Announcements Table Talk
Dr. Kwame’-Osagyefo Kalimara (2018)Gelede, Our Mothers Creating Revolutionary Change - Are We Standing in Our Truth?A Call to Action!!! An Interview with Dr. Teresa N. Washington, Journey into the Cosmos of the Self conducted and edited by Ọyadare for Ọya's Tornado, January 9, 2016.
Action Research: Acquire one or more reference sources, to get an overview of the topic. Make a list of possible sources that can answer your questions. Who participates in this research with you?-Target Audience—how will you get their participation-Activities? Identify the best sources to use. Find the sources in the library, on the computer,
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Womanist Approaches to Education: Resisting--African Womanhood
Countering Oppressive Forces in Religion and Education
Date Topic Reading Assignments
June 10
Morning
Afternoon
Touch the Spirit: Wounds In the Way-Rachelle Ferrell Topic: Healing Oppression’s Wounds
Whole Class Reading: Paris, Peter J. 2020. “Katie Cannon’s Non-Canonical Canon.” Interpretation: A Journal of Bible & Theology 74 (1): 17–22.
Online discussion circle posts Touch the Spirit Assignment #2 Self Care as an Act of Justice
RESISTING
Trans/Intergenerational Trauma and Resistance
All Learners-Online discussion focus: Barnes, S. L. (2006). An Analysis Of Black Church Usage Of Black Liberation And Womanist Theologies: Implications For Inclusivity. Race, Gender & Class, 13(3), 329-339,341-346.
Online discussion circle posts Action Research Proposal Outline Action Research: Change your statement of purpose into a draft thesis statement. Make an outline of your headings. If you are ready to print your outline, Refocus
your thesis statement if necessary
Individually Selected Reading in Course Packet:
Action Research Work Film Viewing: Resisting— “Beloved” Housekeeping/Announcements Table Talk
Coleman, M. A. (2017). Metaphysics, metaphor and multiplicity: A postmodern womanist theology for today's thorniest religious issues. Political Theology, 18(4), 340-353. Black and Beautiful: Reading the Song of Songs Phillis Isabella Sheppard in Self, Culture and others in Womanist Practical Theology Palgrave MacMillian (2011) The Womanist Ways of Knowing: Theoretical Considerations for Research with African American Women by JoAnne Banks Wallace Aspen Publishers (2000) Womanist Lessons For Reinventing Teaching by Tamara Beauboeuf Lafontant Sage (2005)
Who participates in this research with you?-Target Audience—how will you get their participation-Activities?
Touch the Spirit Exercise #2 affirmation-Self Care Film Commentary “Resisting”
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Womanist Approaches to Education: Recovering: African Womanhood
Constructing Holistic Identity
June 11 Morning Afternoon
Touch the Spirit: Water rituals Topic: Community Learning/Ritual As An Emerging Leadership Practice Working Paper by Itihari Toure, ITC 2012
Whole Class Reading: The Guardian (2015) #BlackLivesMatter: the birth of a new civil rights movement https://www.theguardian.com/world/2015/jul/19/blacklivesmatter-birth-civil-rights-movement
Touch the Spirit - Recovering Online discussion circle posts
Touch the Spirit Assignment #4 Lesson
All Learners Online Discussion Forum
Topic: Ubuntu Kinship as Recovery “Building communities Strong Enough To Hold Our Truths
In Course Packet Miles-Tribble, V. (2017). Restorative justice as a public theology imperative. Review & Expositor, 114(3), 366–379.
Online discussion circle posts Touch the Spirit Exercise #3 Liturgical Creation by students: Recovering
Action Research: Select 2-3 images for your poster outline that reflect your research
Individual Selected Reading
Topic: Topic: Ubuntu Kinship as Recovery
Umoja: African Women’s Alterity and Dialogic Location by Mary Modupe Kolawole in Womanism and African Consciousness Africa World Press (1997) Created and Redeemed: The Exodus Event by Mercy Amba Oduyoye in Hearing and Knowing; Theological Reflections on Christianity in Africa The Current Shape of Womanist Practical Theology: Paradigm Shift: Pastoral Theology to Womanist Pastoral Theologies by Phillis Isabella Sheppard in Self, Culture and others in Womanist Practical Theology Palgrave MacMillian (2011) Women’s Oral Genres and Ambivalent Literary Heroinism by Mary Modupe Kolawole in Womanism and African Consciousness Africa World Press (1997)
Touch the Spirit Assignment # 4 Film Commentary “Recovering Ubuntu”
Film Viewing: Recovering— “Once Upon A Time When We Were Colored” Action Research Work Housekeeping/Announcements
Action Research: Write the one page summary of your research (follow the ‘5 paragraph’ road map). Cite any necessary information with parenthetical citations. Action Research: Select and Use one of the poster templates to populate your slide for poster printing
Womanist Approaches to Education: Restoring: African Womanhood
Constructing Healthy Families and Communities
June 12
Touch the Spirit: Topic: Womanist Ways of Restoration- Reparatory Justice
Whole Class Reading: Repossessing African Space: Self-Healing and Self-Retrieval in the Diaspora by Mary Modupe Kolawole in Womanism and African Consciousness Africa World Press (1997)
Online discussion circle posts Touch the Spirit Assignment #4 Teaching Lesson
Individual Selected Reading
Watch The Body With New Eyes: Womanist Thought Contributions to a Humanist Notion of Ritual by Anthony Pinn (2007) Joseph L. Tucker Edmonds (2017) The Canonical Body: Alternative African: American Religions and the Disruptive Politics of Sacrality : Department of Religious Studies and Program in Africana Studies, Indiana University School of Liberal Arts Bridgeman, V. (2017). Our Lives Matter: A Womanist Queer Theology. Black Theology: An International Journal, 15(2), 176–178. Black Women and Self Psychology: Toward a Useable Dialogue by Phillis Isabella Sheppard in Self, Culture and others in Womanist Practical Theology Palgrave MacMillian (2011)
Film Viewing: Restoring— ‘Beast of the Southern Wild’, Housekeeping/Announcements
Table Talk
Due: Action Research Outline and Poster Template Online discussion circle posts
Action Research Presentations
Student Sharing
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Course Rubrics
Action Research Conceptual Map PPT/Rubric—Due June 10
Concepts and Terminology 3 points Shows an understanding of the topic’s concepts and principles and uses
appropriate terminology and notations
2 points Makes some mistakes in terminology or shows a few misunderstandings of
concepts 1 point Makes many mistakes in terminology and shows a lack of
understanding of many
concepts
0 points Shows no understanding of the topic’s concepts and principles
Knowledge of the Relationships among Concepts 3 points Identifies all the important concepts and shows an understanding of the
relationships among them
2 points Identifies important concepts but makes some incorrect
connections 1 point Makes many incorrect connections
0 points Fails to use any appropriate concepts or appropriate connections
Ability to Communicate through Concept Maps
3 points Constructs an appropriate and complete concept map and includes examples; places
concepts in an appropriate hierarchy and places linking words on all connections; produces a concept
map
2 points Places almost all concepts in an appropriate hierarchy and assigns linking words to most
connections; produces a concept map that is easy to interpret
1 point Places only a few concepts in an appropriate hierarchy or uses only a few linking words;
produces a concept map that is difficult to interpret
0 points Produces a final product that is not a concept map
Choice of Map Shape and Colors
1 Visually Balanced aids comprehension
0 Visual Imbalanced hinders comprehension
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Action Research Summary Due: June 12, 2020
This document is designed to help researchers communicate their research findings to practitioners
in a way that maintains the essence and integrity of the research while simultaneously enabling
practitioners to understand how the research findings might be appropriately used in practice.
I. Title (limit no more than 15 words) 2 pts
A. Interesting
B. Reference to area of inquiry
II. Research Questions (25 words per question) 2 pts A. Practical Ramifications
B. The particular perspective that you will use in this action research.
III. Research Method (2 Paragraphs no more 200-500 words) 8 pts A. Sample, i.e., with whom will you conduct your
intervention/evaluation
B. Describe in lay practitioner terms, what you will do and how
you will carry it out.
C. Data Collection – Describe (so that someone else could do it if
you went on vacation and they would not have to call you with
questions-you classmate can help with this) how you will collect
the data, explain why you chose those procedures
IV. Findings (Use a bullet list 1 to 7 major findings you anticipate) 4 pts A. Implications of the Inquiry (final paragraph)
-for your own lived experiences, teaching, ministry and what are the implications of your inquiry for Africana women research and studies
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Rubric for Reading Forum Discussion Participation
On-going discussion requires at least 6 posts in 4 different roles
Asynchronous discussion enhances learning as you share your ideas, perspectives, and experiences with the class. You develop and refine your thoughts through the writing process, plus broaden your classmates’ understanding of the course content. Use the following feedback to improve the quality of
your discussion contributions.
Criteria Unacceptable
0 Points Acceptable
3 Point Good
4 Points Excellent 5 Points
Frequency
Participates not
at all.
Participates 1-2 times over the course of the
class.
Participates at least 6 times but
postings not distributed
throughout the course of the
class
Participates 6 or more times throughout the course of the class.
Role Assignment In Posting
Posts no
comments in chosen role.
Posts adequate comments with
superficial thought and preparation;
doesn’t address aspects of the assigned role.
Posts well developed
comments that addresses fully the assigned
role but not the reading focus
Posts well developed assignment that fully
addresses the chosen role and the assigned reading.
Postings in
Response to Others
Posts no follow- up responses to
others.
Posts shallow contribution to
discussion (e.g., agrees or
disagrees); does not enrich discussion.
Elaborates on an existing posting
with further comment or observation.
Demonstrates analysis of others’ posts; extends meaningful discussion by building on previous posts.
Content Contribution
Posts information that is off-topic,
incorrect, or irrelevant to discussion.
Repeats but does not add substantive
information to the discussion.
Posts information that
is factually correct; lacks full development of
concept or thought.
Posts factually correct,
reflective and substantive contribution;
advances discussion.
References & Support
Includes no references or
supporting experience.
Uses personal experience, but no references to
readings or research.
Incorporates some references
from literature and personal experience.
Uses references to literature, readings, or personal experience to
support comments.
Clarity & Mechanics
Posts long, unorganized or
rude content that may contain
multiple errors or may be
inappropriate.
Communicates in friendly,
courteous and helpful manner
with some errors in clarity or mechanics.
Contributes valuable
information to discussion with minor clarity or
mechanics errors.
Contributes to discussion with clear, concise
comments formatted in an easy to read style that is free of grammatical or
spelling errors.
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NSAKA SUNSUM-TOUCH THE SPRIRIT EXERCISES
EXPLANATION
There are universal spiritual principles that address the Divine Order of all
living and non-living things. African ways of being intrinsically use these principles to create
laws, philosophy, science and mathematics, music and other arts. These in-class exercises
support our collective ‘hermeneutic” interpretation of these spiritual principles through various
mediums of life.
In the indigenous culture of traditional African and African American communities, the
"Ontological Principle of Consubstantiation”; i.e., that we are of the same spirit or essence, is the
paramount idea that influences our values, beliefs, behaviors, rituals, customs and practices. This
principle translates to the notion of the "Oneness of being/Unity of all things". It means that all
things in the Universe, whether animate or inanimate, have the same essence; i.e., spirit. In
effect, all things, all matter, are merely different manifestations of the same one spirit. Spirit is
everywhere and in everything. Hence, there is a constant communion between the visible
(tangible) and the invisible (intangible), between feminine and masculine, between teaching and
learning, between the natural (human) and the super-natural (God) (Nobles, 1995). “Spirit is the
lifeforce or energy which comes from God. It is the totality of being, becoming and belonging to
God. Spirit is the Divine spark which gives human beings their “(be)ingness”. It is the essence of
which “becoming” is an on-going expression. Spirit is the evidence that humans “belong” to a
divinely governed natural order. It is that which enlivens the body and lives on after the body
dies.” Clearly the notion of spirit or spiritness (Nobles, 1997) should be essential to the project of
Black education. Excerpt from Nsaka Sunsum: A Pedagogy and Process of Black Educational Wade W. Nobles, Institute for the
Advanced Study of Black Family Life and Culture and Zetha Chinaza Adeleke Nobles Multicultural Learning and
Teaching, Vol. 6 [2011], Iss. 2, Art. 3
EXERCISES
Each student will choose one or two of the four assignments to interpret at the beginning or
ending of the class sessions as selected. Each exercise should be no longer than 5-7 minutes for
the beginning or ending 15 minutes of our class time. Learner may use the fimsn readings,
music and/or imagery to carry out the experience.
1. Touch The Spirit Assignment 1-Shared Meaning of Voice (June 9)
There are key terms that are used in this course and in justice movements: “agency”,
“truth, “power” “empowerment”, “inclusive”, “intersectionality” etc. Students who
select definitions share a Herstorical or Biblical narrative that illustrates their
understanding of the selected terms
2. Touch The Spirit Assignment 2- Self-Care (June 10) There are intersecting realities
of the assault on “Black bodies”; students who select this “Touch The Spirit” exercise
create ways that counter the assault on Black Bodies as an revolutionary act.
Affirmations and recipes of self-care emotionally, physically, spiritually and mentally are
the aim of this assignment
3. Touch The Spirit Assignment 3—Liturgical Expression-(June 11) student selects one aspect of religious liturgy: Ancestral religious heritage
Sacred objects Sacred rituals Church administration
4. Touch the Spirit Assignment 4-Justice Education Lesson (June 12
A five point lesson (1) subject (2) outcome (3) materials (4) method (5) reinforcement is developed to the topic or foci selected for church or community audienc
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Poster PPT Presentation Guidelines, Instructions & Rubric Due July 2020
1. Title: At the top of your poster you should have a title that is both short and very descriptive
of your project. As a rule, the title should be easily readable at a distance of about 4 – 5 feet
away (words are approximately 1.5 – 2.5 cm in height).
2. Name Affiliation: Directly under the title, you should have your name, student classification
or professional affiliation. The name and affiliation section is usually about 20-30% smaller than
the title.
3. The body of the poster:
a. The Project Summary: This is a brief synopsis of the entire work, described in the poster.
Most project summaries are one or two paragraphs in length. The Project Summary should be
understandable without reading the entire poster and the reader should be able to decide if s/he
would like to read the entire poster based on what they read in the Project Summary. The Project
Summary should contain the following elements: (1) the purpose of the study, (2) a brief
statement of its significance based upon the literature, (3) a concise statement of the
methodology, and (4) the major insights thus far. Do not include details of the methods.
b. Introduction: The purpose of the introduction is to present the question being explored by
your research and to place it in the context of current knowledge about the topic. It often works
well to start with the general context and work your way down to the specifics, ending with a
precise statement of the question or hypothesis being addressed by your study. The introduction
should convince the reader of the significance of your study. To so this well in a poster is a
challenging requirement. Be brief but include the important points to be sure the reader sees the
relevance of your work.
Significance of the Project (Literature Cited) Include only those papers cited in the text. Do
not cite a paper unless you have read it yourself. Cite all your references in the text and list them
in the literature-cited section using a format from a major journal within your discipline
c. Methods: In this section you should describe all procedures that you plan to perform.
Describe your methods in sufficient detail to allow a reader who works in your field to
understand what you plan to collect as your data. Illustrations are appropriate for conceptual
shifts, etc.
C. Implications: In this section you should interpret the meaning of your project on your own sense
of ministry and purpose with respect to the original question. You should interpret your insights
without repeating them. The discussion must include your new learnings about the answers to the
questions that motivated your research that you described in the introduction. If appropriate,
mention explanations for unexpected revelations.
4. Graphics, Tables, Photos and Others
Illustrations, tables, figures, photographs, and diagrams are acceptable
5. Sample Layouts
There are sample templates, you may choose your own design and background. Try to place
designs that are not distracting or make your text difficult to read from 5 feet away.. Remember
try to create a strong visual but, avoid making the poster look crowded. It is important to provide
some indication of the flow of the poster (top to bottom, left to right).
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POSTER RUBRIC
Level of Proficiency
Criteria 1: Pre-Novice
(2 pts each criteria)
2: Beginning
3 pts each criteria
3: Developing
(4 pts each criteria)
4: Accomplished
( 5 pts each criteria)
Title & Name
Affiliation
Poster Size &
Layout
Project
Summary
No Project
Summary
Project Summary present
but incomplete, unclear or
Project Summary
present and relatively
Project Summary present comprising a brief
synopsis of the entire work described in the poster otherwise minimally complete but not Project Summary understandable without reading acceptable (e.g., does not prepared according to all the entire poster provide accurate synopsis of guidelines Includes (1) purpose of the study, (2) brief required sections) statement of what was done (without including minor details of the methods), (3) concise statement of major findings, and (4) major conclusions
Theological
Reflection
No
introduction
Introduction present but
incomplete, unclear or
Introduction present
and relatively complete
Presents question being explored placed in the
context of current knowledge otherwise minimally but does not address all Includes precise statement of the question of acceptable points indicated in the hypothesis being addressed by the study poster guidelines Convinces the reader of the significance of the study Is brief but includes important points indicating the relevance of the work
Insights No methods Methods present but
incomplete, unclear or
otherwise minimally
acceptable (e.g., lacking
sufficient information and
detail with inappropriate
illustrations)
Methods present
and relatively complete
but does not address all
points indicated in the
poster guidelines
Describes all procedures performed
Contains sufficient detail to allow a reader who
works in the field to understand what you did to collect
your data
Illustrations are appropriate for complex
experimental design, etc.
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Action Research Proposal Rubric
Womanist Approach to Religious Education
Action Research Proposal Rubric Approaches Standard
(1.50 pts each) Meets Standard (2.00 pts each) Exceeds Standard (2.85 pts each)
Introduction The introduction explains the
rationale, background and purpose of the project but not clearly.
The introduction explains the rationale,
background and purpose of the project.
The introduction explains the rationale and
background for the project and clearly describes the purpose of the project.
Context of
Project
The context of the project is not
clearly discussed as it relates to the proposal.
The context of the project is clearly
discussed and properly situates the proposal.
The context of the project is clearly
discussed and provides a more enhanced understanding of the proposal.
Research
Question and
Rationale
The research question is vague and
the rationale is not stated or not
stated clearly.
The research question and the rationale
are clearly stated. Direct connections are
made to middle level education.
The research question and the rationale are
clearly stated. The proposal enhances middle
grade teacher’s knowledge of the issue.
Literature
Support
Literature mentions 2nd/3rd year
level educational research.
Literature provides a solid 2nd/3rd year
education foundation for the project.
Literature provides a 2nd/3rd yr. education
foundation for the project and synthesizes
the research so that it fully supports the
research question.
Methodology The proposal provides an
incomplete plan for
implementation, data collection
and analysis.
The proposal provides a complete plan
for implementation (including timeline),
data collection and analysis. Student
voice is part of the planning and
implementation stages.
The proposal provides a thorough plan for
implementation (including timeline), data
collection and analysis. Student voice is
part of the planning and implementation
stages.
Implications The proposal clearly
communicates implications,
insights and/or new questions
responsive to the project’s focus
The proposal convincingly and
substantially communicates
implications, insights and/or new
questions relevant to the project’s focus
The proposal communicates and extends
the information discussed to substantiate
insights and/or new queries while
provoking the reader to further investigate.
Technical
Writing
Errors in grammar, usage, and/or
mechanics. Errors are distracting
and make meaning hard to comprehend.
Minor errors in grammar, usage, and/or
mechanics. Errors do not distract from
meaning.
No errors in grammar, usage, and/or
mechanics. Skillful use of grammar and
vocabulary.
TOTAL
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Education Glossary African centered—A world view that places the perspectives, conditions, cultures and
Epistemology- Defined narrowly, epistemology is the study of knowledge and justified belief.
Epistemology- As the study of knowledge, epistemology is concerned with the following
questions: What are the necessary and sufficient conditions of knowledge? What are its
sources? What is its structure, and what are its limits? As the study of justified belief,
epistemology aims to answer questions such as: How we are to understand the concept of
justification? What makes justified beliefs justified? Is justification internal or external to one's
own mind? Understood more broadly, epistemology is about issues having to do with the
creation and dissemination of knowledge in particular areas of inquiry
Pedagogy- Refers the approach to teaching used by one who educates “draws out”; the
primary mission is to foster the development of skills, dispositions, and understanding, while
acknowledging thoughtfully and responsibly a wide range of human needs and conditions.
Thus, teachers must master a repertoire of instructional methods and strategies, yet remain
critical and reflective about their practice. Their professional responsibilities focus on educating
learners, in addition to participating in wider activities within the institution of learning and in
partnership with others and the community
Transformative Learning -learning can occur in one of four ways:
by elaborating existing frames of reference,
by learning new frames of reference,
by transforming points of view, or
by transforming habits of mind
Transformative learning therefore involves the transformation of frames of reference (points of
view, habits of mind, worldviews) and critical reflection on how we come to know.
Project Logic Model
It displays the sequence of actions that describe what the program is and will do – how
investments link to results. We include 5 core components in this depiction of the program
action:
1. INPUTS: resources, contributions, investments that go into the program
2. OUTPUTS: activities, services, events and products that reach people who participate or
who are targeted
3. OUTCOMES: results or changes for individuals, groups, communities, organizations,
communities, or systems
4. Assumptions: the beliefs we have about the program, the people involved, and the
context and the way we think the program will work
5. External Factors: the environment in which the program exists includes a variety of
external factors that interact with and influence the program action.
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Ego Tripping by Nikki Giovanni (there may be a
reason why)
I was born in the congo I walked to the fertile crescent and built
the sphinx
I designed a pyramid so tough that a star
that only glows every one hundred years falls
into the center giving divine perfect
light
I am bad
I sat on the throne drinking nectar with allah
I got hot and sent an ice age to europe to cool my thirst
My oldest daughter is nefertiti the tears from my birth pains
created the nile
I am a beautiful woman
I gazed on the forest and burned out the sahara desert
with a packet of goat's meat and a change of clothes
I crossed it in two hours I am a gazelle so swift
so swift you can't catch me
For a birthday present when he was
three
I gave my son hannibal an elephant He gave me rome for mother's day
My strength flows ever on
My son noah built new/ark and
I stood proudly at the helm as we sailed on a soft summer day
I turned myself into myself and was jesus
men intone my loving name All praises All praises
I am the one who would save
I sowed diamonds in my back yard My bowels deliver uranium
the filings from my fingernails are semi-precious jewels
On a trip north I caught a cold and blew
My nose giving oil to the arab world I am so hip even my errors are correct I sailed west to reach east and had to
round off the earth as I went
The hair from my head thinned and gold was laid
across three continents
I am so perfect so divine so ethereal so
surreal I cannot be comprehended except by
my permission
I mean...I...can fly like a bird in the sky...
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Wounds In The Way by Rachelle Ferrell
1st Verse: Uh(Hold), She gives her body freely cause she can't give herself completely there are wounds in the way She cannot bear to relate it to the world so instead she'll just fake it with a man there are wounds in the way
Chorus: If they were to treat a little girl a little boy or basically seal just a baby with some respect and human dignity Maybe there wouldn't be so many failed relationships we mighta even had a ghost of a chance just loving each other body mind and soul
2nd Verse: He gives his money freely cause he can't yea give himself completely there are wounds in the way He cannot bear to be honest with himself so what the hell he will lie to a woman there are wounds in the way
Chorus: If they were to treat a little boy a little girl or basically seal just a baby with some respect and human dignity yea Maybe there wouldn't be so many failed relationships we mighta even had a ghost of a chance just loving each other body mind and soul
3rd Verse: As time passes by they begin to multiply there are wounds in the way Adding up secretly like the rings of an old old old oak tree there are wounds Some old and some new oh stifling and entertaining and cool there are wounds in the way And some are passed down from elder to youth they don't even belong to you there are wounds in the way
Bridge: As time passes through they begin to accrue a strange sort of value Something you think worth holding on to cause you don't want to change who you are He loves his strong and true but when he gets angry it gets misconstrued into violence there are wounds And she loves him equally but when she feels misunderstood instead of sharing openly and honestly she's withholding there are wounds
There are wounds in the way... There are wounds in the way...
