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The "I" That Teaches - Dr. Kenneth Ngwa - Bio

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For Kenneth Ngwa, Drew Theological Seminary, teaching is not just a vocation but it’s a way of life. He confesses, “I cannot but teach.” Teaching is about a community of learners coming together to make meaning from a set of texts or artifacts. “I think teaching is a powerful tool, ” continues Ngwa, “to shape not just individual perspectives but how society functions.” He teaches classes in the Hebrew Bible and is an important voice in the field of African Biblical Hermeneutics.
 
The “I” That Teaches - A new video project that invites senior scholars to talk about their teaching lives. These scholar-teachers candidly discuss how religious, educational, and family backgrounds inform their vocational commitments and, also, characterize their teaching persona. From the vantage point of a practiced teaching philosophy we get an intimate account of the value and art of teaching well.
 
Click here to watch all episodes of "The "I" That Teaches" on YouTube

 

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Mentoring: Biblical, Theological, and Practical Perspectives

Thompson, Dean K; Murchison, D. Caameron
Eerdmans Publishing Co., 2018

Book Review

Tags: formation   |   mentoring   |   student learning
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Reviewed by: Laura M. Taylor, College of Saint Benedict (CSB) (SJU)
Date Reviewed: December 13, 2018
In Mentoring: Biblical, Theological, and Practical Perspectives, Thompson and Murchison provide a thoughtful collection of essays on Christian mentorship. As a whole, this collection contributes to the growing body of scholarly work on mentoring by offering “windows on mentoring that are biblically grounded, theologically informed, communally diverse, and generationally attentive” (3). The book is divided into four parts, with each of the fourteen chapters highlighting the twenty-one contributors’ unique analyses and ...

In Mentoring: Biblical, Theological, and Practical Perspectives, Thompson and Murchison provide a thoughtful collection of essays on Christian mentorship. As a whole, this collection contributes to the growing body of scholarly work on mentoring by offering “windows on mentoring that are biblically grounded, theologically informed, communally diverse, and generationally attentive” (3). The book is divided into four parts, with each of the fourteen chapters highlighting the twenty-one contributors’ unique analyses and insights on mentoring and being mentored.

Part 1 surveys biblical perspectives on mentoring. As such, it begins with Brueggemann’s consideration of mentoring practices present throughout the Old Testament and concludes with a posthumous essay by Bartlett on passages in the New Testament that help to shed light on contemporary understandings of the term “mentor.”

Part 2 examines the nature and task of mentoring from a variety of theological perspectives and methods. Drawing on the fields of pastoral ministry (Currie), homiletics (Long), ethics (Miles), and feminism (Rigby), the authors provide a range of mentoring models and resources that underscore the importance of positive mentoring relationships and practices in the formation of strong Christian leaders. On this Rebekah Miles writes, “Christian mentoring should include discussion of the ways that our professional goals contribute to the larger goals of Christian life” (83).

Part 3, “Diverse National and International Communities of Mentoring,” explores Christian mentoring practices as shaped by particular contexts, including race, gender, and ethnicity. Those who wish to think critically about dominant systems of oppression, such as racism, xenophobia, and sexism, and to foster concrete practices for inclusive mentoring within biblical-theological frameworks will find a wealth of resources in the essays by Pollard, Cannon, De La Rosa, and Kwok. Of particular note is Canon’s proposal that womanist mentoring is a vocational call, “to do the work your soul must have” (123). This section also includes an historical essay by Johnson on mentoring in the Roman Catholic tradition.

Finally, Part 4 contains three coauthored chapters that discuss mentoring as a mutually supportive practice that occurs across generations. Ottati and Hinson-Hasty’s essay, “Mentoring toward a Humane Disposition, Attitude, and Imagination,” describes mentoring relationships between the teachers and student, while Nishioka and Lowry and Wardlaw and Murray’s essays consider youth and cross-generational mentoring, respectively

The book closes with an afterword by Marty that skillfully and poetically weaves together the insights and value of this collection of essays. He writes, “It is impossible to speak properly about mentoring in entirely impersonal and theoretical terms. Mentoring is and is about a profound personal dimension of scholarly and pastoral work” (223).

Those working in theological schools or departments and in Christian ministry will find this collection of essays to be a valuable resource on the virtue and art of mentoring. The strength of this volume lies not only in its biblical and theological reflections on mentoring, but also in the range of everyday lived experiences and perspectives from which the authors write.

In 1998, the movie, You’ve Got Mail, cast an unlikely couple, played by Tom Hanks and Meg Ryan, who fell in love over email exchanges. The film brought to the big screen the unforgettable computer-voiced announcement “You’ve got mail.” The scenes were classic and represented many email users who ...

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Transforming the Academy: Faculty Perspectives on Diversity and Pedagogy

Willie-LeBreton, Sarah, ed.
Rutgers University Press, 2016

Book Review

Tags: classroom authority   |   diversity   |   mentoring
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Reviewed by: Marcia Owens
Date Reviewed: September 15, 2017
As diversity initiatives become more prominent in higher education, this volume features the perspectives of faculty on the progress and challenges of a diverse academy. The first-hand accounts shared through these autoethnographies manage to be simultaneously thought-provoking, memory-inducing, and pedagogy inspiring. Rather than a superficial treatment on numerical diversity when whiteness and its privileges are normative, this collection focuses on difference, but difference in this sense is not presented one-dimensionally. ...

As diversity initiatives become more prominent in higher education, this volume features the perspectives of faculty on the progress and challenges of a diverse academy. The first-hand accounts shared through these autoethnographies manage to be simultaneously thought-provoking, memory-inducing, and pedagogy inspiring.

Rather than a superficial treatment on numerical diversity when whiteness and its privileges are normative, this collection focuses on difference, but difference in this sense is not presented one-dimensionally. The editor offers, “When we focus on difference, rather than race, class, gender, disability, or sexuality only, we come to understand how each of these characteristics fits into the oppression/privilege paradigm much more clearly” (4).

The book is organized by two overarching themes. In Part One, “Challenging Classrooms,” the authors describe the multiple ways and meanings of having their credibility or classroom authority challenged or accepted. For example, as the first and only professor, your very presence may be triggering for students, resulting in recognition, awkward expression, and then resistance. Student evaluations may indicate “pleasant surprise” that a Black professor “so smart and articulate” (51), and that the student didn’t really listen at first because expectations of a Black person went unmet.

The chapters in Part Two, “Witnessing Protest,” acknowledge that college professors often teach life lessons in addition to the subject matter and that we may undergo transformations ourselves as we guide and mentor students through life situations, and as we bear witness to the experiences of students and colleagues. The contributors not only share their experiences as teachers, they also recall memories of being students themselves, including the impacts of shifting individual and collective identities. They describe resilience in the face of presumed incompetence, unwelcoming classroom environments, and unfavorable course evaluations.

Challenged by their own recognitions, authors allowed their heightened awareness and sensitivity to inform self-reflection. For example, a student’s persistent inquiry about a contributor’s background and the kinds of schools that she attended resulted in the importance of recognizing her own “class privilege.” However, with that recognition came the worry that she “unconsciously wielded” that “privilege in order to combat racial stereotypes.”

Another contributor raised the issue of the reluctance of embracing disability as diversity in the academy, offering that as “abject other,” disability is “viewed through frameworks of pathology and abnormalcy rather than those of identity and human diversity” (115). An accommodation as seemingly simple as making sure that the classroom community angled their bodies so that a student could read their lips created a richer learning environment for everyone.

Throughout the narratives, there are pedagogical recognitions that lead to suggestions and models of small adjustments making meaningful impact. Students come with their own perspectives and should be encouraged to see themselves as “co-creators” of their educational experience (58). In a demonstration of the power and subtleties of language, one contributor instituted the “ouch” rule, whereby an offended person can say “ouch” and then pause for analysis of the offense (61).

Some pedagogical insights arose from the students’ interpretation of and engagement with assignments. For example, in a photography self-portrait assignment, one student proactively cast herself in three stereotypes of Black women that she had often confronted, prompting visible discussions in effort to “redirect misperceptions” (78).

The audience that may be reached by this book is wide-ranging, from graduate students to administrators and board members. All may benefit from the profoundly vulnerable, yet honest viewpoints offered.

 

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