DESCRIPTION:

Anyone who reads the Bible does so from a particular social location. We are all born into an on-going society that shapes us. When we turn our attention to the biblical text as the source of our theological perspectives, we participate in a dialogue between the written word and the meanings our community taught us to give to these words. Many of us have been taught to read the Bible through the eyes of white, middle-class males. Yet, can the text liberate those who are oppressed? To do so, it must be read with the eyes of the disenfranchised. This course will explore how the Bible can be used to liberate those who suffer due to race, class and gender oppression.

The aim of this survey course is to enable Christians to accomplish the following goals: First, to read the Bible from the perspectives of those suffering from race, class and gender oppression. Second, to investigate Biblical protest narratives as to the resistance and struggle against race, class and gender domination and oppression. Finally, to examine various liberationist Biblical interpretations as a source for overcoming dominant religious power structures.

Class will meet daily for four-hour sessions for two weeks. Coursework includes readings, lectures, eight written assignments, and group and class discussions.

De La Torre, Miguel. Reading the Bible from the Margins. Orbis Books, 2002. (177 pages)

Douglas, Kelly Brown. The Black Christ. Orbis Books, 1995. (117 pages)

Foucault, Michel. This is Not A Pipe. University of California Press, 1989. (58 pages)

González, Justo L. Santa Biblia: The Bible through Hispanic Eyes. Abingdon, 1996. (117 pages)

Gutierrez, Gustavo. We Drink From Our Own Wells. Orbis Books, 1992. (137 pages)

Sider, Ronald. Rich Christians in an Age of Hunger. Word Publishing, 1997. (272 pages)

Thandeka. Learning to be White: Money, Race and God in America. Continuum, 1999. (135 pages)

Trible, Phyllis. Texts of Terror: Literary-Feminist Readings of Biblical Narratives. Fortress Press, 1984. (109 pages)

Four books (De La Torre, Foucault, Sider, and Thandeka) will be discussed in the first week of class, and the other books during the second week. Students should complete the readings prior to the week they are due. Each student is required to complete a brief (three typed pages) reflection on each required text read. Guidelines for reflection papers are as follows: After reading the assigned text, answer 1) Write down in one sentence the book's thesis (10%); 2) Write down three ideas learned from the reading (10%); 3) How did this reading further self-knowledge regarding race, class, and gender justice? (30%); 4) Identify a sentence or concept that you especially agreed or disagreed with. Assess your reasons (40%); 5) In light of the reading, class lectures, and group discussions, suggest a specific act of race, class, and gender justice you feel motivated to do in order to carry out a just alternative to an unjust social trend (10%). All written assignments are due by August 30. Final grade will be based on reflection papers and on class participation.

Meets the M.Div. core requirement in Christian Ethics (ETH).