Cláudio Carvalhaes

Associate Professor
Union Theological Seminary

Cláudio Carvalhaes, theologian, liturgist and artist, is native from Brazil. He currently teaches Worship at Union Theological Seminary in New York City. He is the editor of books in Portuguese celebrating Jaci C. Maraschin and Ivone Gebara. In English he published "Eucharist and Globalization: Redrawing the Borders of Eucharistic Hospitality" (Wipf&Stock, 2013), and “What's Worship Got to Do With It: Interpreting Life Liturgically” (Cascade Books, 2018). He is the editor of “Liturgy in Postcolonial Perspectives - Only One is Holy,” (Palgrave Macmillan: Postcolonialism and Religions Series, 2015). He also edited Forms of Speech, Religion and Social Resistance, CrossCurrents, (Summer 2016) and Black Religions in Brazil with Marcos Silva. CrossCurrents, (Winter 2017). He is married with Katie Perella and has three kids: Libby, Cici and Ike.

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We are celebrating the 50th anniversary of Paulo Freire’s magnificent book Pedagogy of the Oppressed and the Wabash journal, Teaching Theology and Religion, has published a Forum to  to celebrate the book and Freire’s legacy. Very few books in recent history have made their way around the world ...

As we finish this semester, it might be a good exercise to look back and see what worked, what didn’t quite work, and what will never work. Student evaluations often convey needs or anger or unfocused frustrations; very little that can actually teach us, so we must ponder our ...

It was my first semester teaching about 10 years ago in a seminary. Our class of about 35 students was into the second week of the semester and I was speaking about the complicity of the United States in the attack of 9/11. In the midst of my talk a student raised his ...

Brazilian writer Eliane Brum tells this story: Vanderley was a man who used to go to an agriculture fair in the south of Brazil with a broomstick saying that this broomstick was a pure breed horse. He was known around as the “little cuckoo guy.” One day I asked him, "...

Like many teachers, I was trained to expect student’s participation in the classroom to be many things at once:  prepared, right on the issue at stake, ready to offer deep insights and if possible, be passionate. I also was trained to exclude the needs and subjective experiences of my ...

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