We all come to the biblical text with certain assumptions and blindspots (cf. Acts 18:26; 1 Cor 3:1; Eph 4:14). Good exegetical methods help us read the biblical text in a way that can challenge and reshape our assumptions. But sometimes we can only begin to see our blindspots when we view the text from a different perspective. Diverse voices provide us with new vantage points that can illuminate aspects of the text that we may have missed and/or draw attention to ways that we may have misinterpreted the biblical text by importing our own theological or cultural understandings into it. If we’re only hearing from certain parts of the body of Christ, then we’re missing important gifts and perspectives (Rom 12:4–10; 1 Cor 12:14–27; Eph 3:18). Even when we ultimately disagree with someone who comes from a different viewpoint, engaging with their ideas can help us sharpen our own (Prov 13:20; 27:17). Additionally, diverse readings can make minority students feel more at home in an atmosphere that can sometimes feel alienating, and they can also help prepare majority-culture students to do ministry in an increasingly global context.

This is one of the major reasons why this center exists! For some suggestions about where to start, see our Examples of Scholarship on Diversity and Biblical Justice by Authors of Color. To find sources about a particular biblical text or topic, see our Database of Works by Scholars of Color. 

Toggle ContentThis is one of the problems that professors face in virtually every area of teaching: what can fit into a class within the time constraints? This is particularly difficult when diversity is being incorporated into a program from the top down rather than organically introduced by the faculty themselves. Our Database of Works by Scholars of Color can help you find multicultural resources that address topics you were already planning to cover. But it’s also important to remember that no class can be comprehensive: we are always leaving out much relevant material. With this in mind, it can often be beneficial to provide a deep dive into a particular topic, combined with a summary overview, rather than attempting to cover everything in equal measure. As educators, we generally want to teach students skills, rather than simply a body of knowledge, so these deep dives help the students learn how to learn.

Inclusive pedagogies seek to serve the diverse needs of students who come from various backgrounds—including those from minority cultural contexts—and have differing abilities and learning styles. As 1 Cor 12 observes, “the body [of Christ] is not made up of one part but of many” (NIV), with each part having different gifts and abilities. Inclusive pedagogies help us recognize the gifts that each student brings to the learning environment and support their individual needs by offering multiple means of instruction, including diverse perspectives, and providing a variety of modes of assessment. 

Also, traditional pedagogies were developed primarily with majority cultures in mind, and they were designed before the recent explosion in technological advancement, which has changed how people take in and process information. Although these pedagogies have worked well for many years, as student bodies become more diverse and student needs change, pedagogies must be updated to work more effectively. As Christian educators, we believe that all people are created in the image of God and are therefore equal (Gen 1:26–28), yet traditional pedagogies often privilege students who conform to a certain ideal. Inclusive pedagogies offer greater flexibility to serve a wide array of students—both minority and majority-culture. They also help students move beyond simply memorizing information to integrating and applying what they’re learning. In other words, they’re not merely informative but transformative, so they’re particularly well-suited to theological education, which should seek to form people into the image of Christ (see 2 Cor 3:18). See Inclusive Pedagogies for examples.

That depends on your role. See Action Steps for Theological Educators for suggestions geared toward faculty and administrators. And you can also encourage ethnic minority or Majority World students to apply to our Student Mentoring Program.