Course Description:
This course examines how black liberation and womanist theologies have elaborated “Christology”, a story about Jesus, that addresses black oppression. The course seeks to interrogate the methodological and substantive claims of Christology among liberation and womanist theologies, probing the possibilities and limitations of these claims. The course invites students to construct christologies that draw upon black liberationist and womanist theological traditions. This course focuses on such areas as liberation theology, womanist theology, Christology, theological method, hermeneutics, and Christian ethics.
Course Objectives/Student Learning Outcomes:
As a result of having taken this course, students will be able to:
- To provide a knowledge and awareness of the primary historical, philosophical, and ecclesial sources of Black Liberatonist and Womainst This addresses the following degree learning goals (correlated to degree and item): (MDIV 1; MA(TS) 1; MACEF 1; ThM 1).
- To help students recognize the diverse interactions between Christological construction and socio-political conditions within black communities in the United States. This addresses the following degree learning goals (correlated to degree and item): (MDIV 4; MA(TS) 3; MACEF 4; ThM 3).
- To help students formulate personal positions on the role of Black Liberationist and Womanist Christological thought within the Church and broader public life. This addresses the following degree learning goals (correlated to degree and item): (MDIV 5; MA(TS) 4; MACEF 3; ThM 2).
The information at the end of each learning outcome connects the course outcome to a particular degree program and learning goal(s). Students may access the PTS learning goals online.
Teaching Pedagogy/Class Procedures: Lectures, Readings, Papers, and Student Socratic Questions, and Precepts.
Required Texts (At least 5 of these sources)
James Cone, God of the Oppressed
James Cone, The Cross and the Lynching Tree
Delores Williams, Sisters in the Wilderness: The Challenge of Womanist God-Talk
JoAnne Marie Terrell, Power in the Blood? The Cross in the African American Experience
Kelly Brown Douglas, The Black Christ
Eboni Marshall Turman, Toward a Womanist Ethic of Incarnation
Jacquelyn Grant, White Women’s Christ and Black Women’s Jesus: Feminist Christology and Womanist Response
Brian Bantum, Redeeming Mulatto: A Theology of Race and Christian Hybridity
Monica Coleman, Making a Way Out of No Way: A Womanist Theology
Shawn Copeland, Enfleshing Freedom: Body, Race, and Being
Question / Guideline
Each student will submit a 10-15-page paper, offering a constructive theological argument on a Christological theme, idea, debate, etc, engaging black liberationist and womanist theological resources.
Evaluation of Writing Assignments
Writing assignments are evaluated according to Content, Interpretation, Organization/Structure of Argument, and Mechanics/Expression.
Content
A = The essay clearly states a thesis, develops it with careful analysis, insight, and originality; and supports and defends the argument substantially and concretely with appropriate reference to and reflection on sources/resources. B = The essay adequately defines a thesis and supports it sufficiently and consistently; it defends the argument, is accurate, and exhibits familiarity with sources/resources and reflection on them.
C = The essay lacks a clear thesis, may contain inaccuracies, and/or fails to exhibit familiarity with or reflection on the sources/resources.
D = The essay lacks a thesis, contains inaccuracies, and/or does not refer to appropriate sources/resources. F = The essay is dishonest or bears little or no relation to the assignment.
Interpretation
A = Demonstrates keen understanding of the cultural and historical context of the sources/resources used in the essay and a parallel understanding of the situation to which they are being applied. When appropriate, assesses well other interpretative options, explains interpretive choices made in the essay and exhibits creativity or originality.
B = Demonstrates an adequate understanding of the cultural and historical context of the sources/ resources used in the essay and a parallel understanding of the situation to which they are being applied. When appropriate, makes reference to other interpretive options.
C = Analysis is inadequate or lacking in one of the two aspects above. Does not consider other interpretative options.
D = Analysis is inadequate in both aspects above. F = Little to no interpretation given.
Organization
A = Essay progresses in carefully ordered stages; transitions effective; paragraphs and sentences coherent.
B = Essay’s purpose generally clear; transitions usually coherent; paragraphs and sentences usually coherent.
C = Essay’s purpose apparent, but incompletely carried out; or paragraphs ineffectively developed; or transitions too abrupt; sentences sometimes incoherent.
D = Purpose not always apparent; paragraphs poorly developed; transitions abrupt or unclear; sentences sometimes incoherent.
F = Purpose not apparent; paragraphs incoherent, or undeveloped; transitions lacking; sentences incoherent.
Mechanics/Expression
A = Conforms to standard usage or rarely diverges from it in respect to grammar, punctuation, and spelling. Creative and precise word choice.
B = Infrequently diverges from standard usage in respect to grammar, punctuation and spelling. Appropriate word choice.
C = Occasionally diverges from standard usage in respect to grammar, punctuation, and spelling. Occasionally inappropriate, vague, or unidiomatic word choice.
D = Fairly frequently diverges from standard usage in grammar, punctuation, and spelling. Inappropriate word choice gets in the way of the reader’s understanding.
F = Frequently and seriously diverges from standard usage in grammar, punctuation, and spelling. Inappropriate, vague, or unidiomatic word
Grading Scale
| A | 97-100 |
| A- | 93-96 |
| B+ | 89-92 |
| B | 85-88 |
| B- | 81-84 |
| C+ | 77-80 |
| C | 73-76 |
| C- | 69-72 |
| D+ | 65-68 |
| D | 61-64 |
| D- | 57-60 |
| F | 0-59 |
Reading Schedule (subject to change):
Week One: Introductions
Introductory Lecture on “Putting Christology in Historical Perspective: Contemporary Questions on Theological Method and Hermeneutics”
Week Two: God in “Black”
James Cone, God of the Oppressed
Week Three: The Black Christ
Kelly Brown Douglas, The Black Christ
Week Four: Jesus Christ is a Black Woman?
Jacquelyn Grant, White Women’s Christ and Black Women’s Jesus: Feminist Christology and Womanist Response
Week Five: The Cross and Surrogacy
Delores Williams, Sisters in the Wilderness: The Challenge of Womanist God-Talk
Week Six: The Cross and Resurrecting Power
JoAnne Marie Terrell, Power in the Blood? The Cross in the African American Experience
Week Seven: The Lynching Tree as the Cross
James Cone, The Cross and the Lynching Tree
Week Eight: Christology and Human Nature
Shawn Copeland, Enfleshing Freedom: Body, Race, and Being
Week Nine: Incarnation Revisited
Eboni Marshall Turman, Toward a Womanist Ethic of Incarnation
Week Ten: Rethinking Race and Christology
Brian Bantum, Redeeming Mulatto: A Theology of Race and Christian Hybridity
Week Eleven: Christology and Religious Pluralism
Monica Coleman, Making a Way Out of No Way: A Womanist Theology
Week Twelve: Christology from the Global South
Keri Day, “Daughters, Arise: Celebrating African Feminist Christologies,” in the Journal of Africana Religions, Vol. 2, No. 3, Fall 2014: 385-394.
