dm917_racial_combined by Asbury Theological Seminary

Seminar III: Ethnic-Racial Reconciliation DM917 4 Credit Hours • • • •

Concentration(s): Peace Building & Conflict Transformation Date of Course: 2018 Location/Campus: Wilmore, KY Enrollment Limit: 20

Contact Information • • • •

S. Mathieu Gnonhossou, D.Min., Ph.D. (Candidate) & Virginia Toddy Holeman, Ph.D. Office Phone: Mobile Phone: 859-533-1989 Office Location and Hours:

Thematic Focus Conflict: always a matter of when, not if. Conflict is never really managed nor resolved, despite our faithful attempts. To many in the church, it can only be viewed as ungodly or even diabolic. But is this all there is to conflict for people of Christian spirituality? In this cohort conversation, field-tested faculty mentors seek to replace this conventional wisdom with a practical and positive vision for peace-building and conflict transformation. Using robust case study and constructive learning methods, participants leverage theology, theory, analysis and practice to cultivate restorative conflict intervention principles. This cohort explores mediation, forgiveness, reparative justice, and structural and policy change at the personal, community and regional/issues levels.

Participants in this cohort will: • Solidify perspectives on the Church’s theological identity as a historic agent of peacemaking and reconciliation. • Develop a wide theological, theoretical and analytical exposure to dimensions of conflict transformation processes (issues, actors, rules, structure and outcomes). • Distinguish between positions, underlying interests and conflictual methods practiced to advance those interests. • Gain increasing applied mastery in narrative mediation protocol, styles of conflict, organizational diagnostics for peace-building and transformational intervention.

Course Description This course aims to provide a healthy and safe avenue for open and honest discussions about theology and practice of racial-ethnic reconciliation as a crucial area of conflict transformation in the global church. It discusses factors and patterns of racism, racialization, and ethnocentrism in society and in the Church as well as specifics manifestations of these in workplaces, local churches, and in other Christian institutions. Participants engage in critical theological assessment of racism, racialization, ethnocentrism, and related dysfunctions in their ministry contexts and engage in creative solutions on the basis of a Wesleyan understanding of God’s story in Christ. The course consists of site visits to churches and ministries where openness to issues and racial-ethnic wounds, as well as subsequent healing stories, can be appreciated. Class conversations focus on ways the church of the 21st century can be a hub for racial-ethnic healing in light of the failing strategies of the past.

Welcome Welcome to this cohort and to this class. This cohort is jointly taught by Sègbégnon ‘Mathieu’ Gnonhossou, DMin., Ph.D. (Candidate) and Virginia Toddy Holeman Ph.D. With a commitment to socially engaged theological praxis, Dr. Sègbégnon Mathieu Gnonhossou is a Certified Trainer in workplace conflict mediation, a Board Certified Coach, and a court-approved Family Mediator at the Court of Justice of Kentucky. He’s been in ministry for the past 16 years and is most known for his passion for church renewal aimed at positive impacts on society. This has led him into a number of ministry ventures including cofounding an indigenous missional movement (Mouvement Missionnaire pour l’Evangile de Christ) as well as current efforts at introducing restorative justice in neighborhoods and schools in Benin. He holds a Doctor of Ministry degree from Asbury Theological Seminary and is a Ph.D. Candidate at The University of Manchester/Nazarene Theological College. His interdisciplinary approach is reflected in his current study, which combines Wesley Studies and Applied Anthropology with a focus on the doctrine of atonement in light of conflictridden sociopolitical challenges in Africa. Mathieu find pleasures in spending time with his children, doing restorative mediation in schools and neighborhoods and using his intercultural abilities to serve immigrants in Lexington, KY, especially those that are conversant in French.

He loves to play and watch football, called soccer in the US. He avidly reads and discusses informative materials and world news, usually from minority report viewpoints. Dr. Virginia T. Holeman is currently Professor of Counseling at Asbury Seminary, where she has served since 1995. Known as “Toddy” to one and all [that is long for her middle name’, Dr. Holeman is passionate about teaching in general and about helping people learn how to repent, forgive, and reconcile. Toddy’s professional interests include active participation in the Kentucky Association for Marriage and Family Therapy and in the Christian Association for Psychological Studies. She is a licensed professional counselor AND a licensed marriage and family therapist in Kentucky. When not on campus, she is most likely in her garden (flowers, not vegetables) in spring and summer. This cohort is rich with theological and theoretical materials to put you on a solid footing in the area of conflict transformation, reconciliation, and peacemaking. Those materials require your thoughtful engagement in order for your acquisition of practical skills to be grounded in the faith of Christ who reconciles and heals relationships. You have a wealth of experiences that will enrich our learning process so welcome to an engaging and dynamic experience with your colleagues!

Program Level Outcomes As these standards are designed into key processes throughout the experience, upon graduation, DMIN students will be able to: 1. Revisit foundations for sustainable ministry. • By immersing leaders in explicit Wesleyan practices of community-based formation around the priorities of scripture, reason, tradition and experience, participants will be exercised to incorporate transformational habits for sustainable ministry lifestyles. 2. Foster ministry leadership vision, ethic and practice relevant to their ministry context and world. • By deeply engaging ministerial analysis in one significant theme that can inform their ministries, participants can establish a trajectory for life-long contribution. 3. Appreciate transformational demands within contemporary ministry organizational contexts such as congregations, non-profits and marketplace engagements through various analytic means of biblical, theological, social and cultural exegesis. • Participants must add to their biblical and theological exegesis, culturalsituational exegesis that informs ministry leadership practice on a daily basis. 4. Demonstrate a self-directed capacity to incorporate a variety of ministry sustaining practices – expressed in the completion of Leadership Formation Portfolio exercises -into their ministry lifestyle habits. • The "Action-Reflection" emphasis invites participants to consistently match their formational priorities with a vigorous prophetic and missiological

relevance equal to the times in which we live. To this end, participants will develop scholarly transformation projects within their own contexts or as consultants to others that convey the organizational possibilities of a missional spirituality. Along with field trips and one-on-one coaching, students will engage in five hours of research-based instruction-practice.

Marks of Transformative Leaders Asbury's Doctor of Ministry program level outcomes are achieved by exercising participants â&#x20AC;&#x201C; in and beyond the conventional classroom -- in a transformative competence model of leadership. Three overarching goals, expressed in programming priorities called "Priorities, Postures and Practices," are used to assess their realization in program design and teaching/learning outcomes. These marks, derived from our program standards allow us to collect and offer evidence of learner progress to learners, faculty mentors and accreditors. These Marks are described here:

Student Learning Outcomes 1. Engage relevant biblical passages and theological thoughts, which address issues pertaining to peacemaking in relation to critical subjects such as marital conflict, identity conflict, racism, racialization, and ethnocentrism. (PLO #3)

2. Formulate a lucid biblical and practical theology for dealing with marital conflict, identity conflict, racism, racialization, and ethnocentrism in ministry context. (PLO #2) 3. Evaluate one’s local church ministries and mission in light of local and global ethnic relations in order to guide the church’s engagement in conflict transformation and ethnic and racial healing. (PLO #3) 4. Articulate an understanding of marital conflict, identity conflict, racism, racialization, and ethnocentrism in your own ministry context with reference to sociological, psychological, and theological categories. (PLO #2) 5. Identify forms of institutional racism and ethnocentrism within church/Christian organization (structures, processes, practices) as well as within the larger community (laws, policies, practices, media in one’s neighborhood, city, country, state, and country). (PLO #3) 6. Use assessment tools to discover and de-code racialized expressions and systems as well as ethnicities that are most privileged in social, public, and private discourses and use relevant tools for racially-ethnically conscious education and action. (PLO #3)

Course Requirements Required and Suggested Reading The primary means of textbook delivery is through Kindle Readers. See D.Min. Handbook for acquisition procedures for both your Kindle and Program-sponsored textbook content. The Beeson Center sends users instructions to set up an Amazon account, including directions to sync the Kindle account to a computer or mobile device with the Kindle app. All users need two ways to receive Kindle info and access their account. Link for Kindle apps: http://www.amazon.com/gp/feature.html?ref=amb_link_365823462_2&docId=1000493771& All other textbooks are available through Asbury Theological Seminary’s Tree of Life Bookstore: (859)-858-4242. http://www.treeoflifebooks.com/ Students can consult book lists and prices at http://asburyseminary.textbookstop.com. Required Barndt, Joseph, Understanding and Dismantling Racism, Augsburg/Fortress, 2007, pp244. ISBN: 978-0800662226 Boesak, Allan A. and DeYoung, Curtiss P., Radical Reconciliation: Beyond Political Pietism and Christian Quietism, Orbis Books, 2012, pp208. ISBN:978-1570759765 Emerson, Michael O. and Smith, Christian, Divided by Faith: Evangelical Religion and the Problem of Race in America, Oxford University Press, 2001, pp224. ISBN: 978-0195131406

* Esler, Phillip P., Conflict and Identity in Romans, Fortress Press, 2009, pp470. ISBN: 9781451416077 OR Jennings, Willie James, The Christian Imagination: Theology and the Origins of Race, Yale University Press, 2010, pp384. ISBN: 978-0300163087 Holeman, Virginia T., Reconcilable Differences: Hope and Healing for Troubled Marriages, IVP, 2004, pp252, ISBN: 978-0830832194 Parker, Russ, Healing Wounded History: Reconciling People & Restoring Places, The Pilgrim Press, 2001, pp224. ISBN: 978-0281066254 Saunders, Harold H., A Public Peace Process: Sustained Dialogue to Transform Racial and Ethnic Problems, Palgrave McMillan, 2001, pp368. ISBN: 978-0312219390 Winslade, John and Monk, Gerard D., Practicing Narrative Mediation: Loosening the Grip of Conflict, Jossey-Bass, 2008, pp336. ISBN: 978-0787994747 * Choose from these two books depending on whether you would like to explore the topic from a historical theological perspective (Jennings) or from a socially engaged, biblical, Pauline perspective (Esler). Additional Readings and Provided (ex. Out of print books or open source material) Krieger, Nancy, “If “race” is the answer, what is the question?—on “Race,” racism, and health: a social epidemiologist’s perspective,” Jun 07, 2006, http://raceandgenomics.ssrc .org/Krieger/, pp17. Lane, Christopher, How Schizophrenia Became a Black Disease: An Interview with Jonathan Metzl, http://www.psychologytoday.com/blog/side-effects/201005/how-schizophreniabecame-black-disease-interview-jonathan-metzl, pp6. O'Hear, Michael M., "Rethinking Drug Courts: Restorative Justice as a Response to Racial Injustice," (2009). Faculty Publications. Paper 140. http://scholarship.law.marquette.edu /facpub/140, pp36. Petersen, Rodney, “Mission in the Context of Racism, Restorative Justice and Reconciliation,” in Jeyaraj, Pazmino and Petersen, Antioch Agenda: Essays on the Restorative Church in honor of Orlando E. Costas, Indian Society for the Promotion of Christian Knowledge, 2007., pp25 Rhyne, Faith, “The Intersection Between “Race” and “Mental Illness” http://www.madinamerica.com/2013/01/the-intersection-between-race-and-mental-illness/ pp3. Tschuy, Theo, “Focal Points for Further Reflection,” in Ethnic Conflict and Religion. Challenge to the Churches, pp.135-156, pp21.

Total Required Pages: 2,348 Suggested Allen, Theodore W. The Origin of White Race: Racial Oppression and Social Control,Vol 1 & 2, Second Edition, Two-book Shrink-wrapped Set Edition, Verso Books, 2012, pp372. ISBN: 978-1844677696 Alexander, Michelle: The New Jim Crow: Mass Incarceration in the Age of Colorblindness, New Press, 2012, pp336. ISBN: 978-1595586438 Andreas, Joel, Addicted to War: Why the US Can’t Kick Militarism. Canada: AK Press, 2004, pp80. ISBN: 978-1904859017 Augsburger, David W, Conflict Mediation Across Cultures: Pathways and Patterns. Louisville, KY: Westminster/John Knox, 1992. Avruch, Kevin, Culture and Conflict Resolution, Washington, DC: US Institute of Peace, 2013, pp171, ISBN: 978-1601271020 Burtarbutar, Robinson, Paul and Conflict Resolution: An Exegetical Study of Paul’s Apostolic Paradigm in 1 Corinthians 9, Biblical Monographs, Paternoster/Wipf and Stock, 2007, pp312. ISBN: 978-1556354793 Chang, H. Nai-Lin, Louie, NGuyen., Murdock, Benjamin., Pell, Elena., & Femenella,Ted S., Walking the Walk: Principles for Building Community Capacity for Equity and Diversity. Oakland, CA: California Tomorrow, 2000. http://www.aecf.org/upload/publicationfiles/ walking%20the%20walk.pdf De Young, Curtis Paul, Emerson, Michael O, Yancey, George, and Kim, Karen Chai, United By Faith: The Multiracial Congregation as an Answer to the Problem of Race, Oxford Press, 2003, pp240. ISBN: 978-0195152159. Doherty, William J., Brian J. Willoughby, and Bruce Peterson. Interest in Marital Reconciliation among Divorcing Parents, Family Court Review, Vol.49, Issue 2, (April 2011), pp.311-321. Dummett, Michael, “The Nature of Racism,” http://blogs.umass.edu/afroam391gshabazz/files/2010/01/Michael-Dummett.pdf Facing Racism: A Vision of the Beloved Community. Louisville: General Assembly of the PC(USA), 1999. http://www.pcusa.org/media/uploads/_resolutions/facing-ethnocentrism and racism.pdf Holeman, Virginia Todd, Marital Reconciliation: A Long and Winding Road. Journal of Psychology & Christianity, Vol. 22 Issue 1, (Spring 2003), 13p.

Irv A. Brendlinger, Social Justice through the Eyes of Wesley: John Wesleyâ&#x20AC;&#x2122;s Theological Challenge to Slavery, Joshua Press, 2006, pp292. ISBN: 978-1894400237. Kertzer, David. Ritual, Politics & Power. New Haven: Yale University Press, 1989, pp235. ISBN: 978-0300043624 Lambert, Nathaniel M. and David C. Dollahite, How Religiosity Helps Couples Prevent, Resolve, and Overcome Marital Conflict, Family Relations, Vol. 55, Issue 4, (October 2006), pp439-449. Roy, Beth, Some Trouble with Cows: Making Sense of Social Conflict, Berkeley: University of California Press, 1994, pp251. ISBN: 978-0520083424 Williams, Gregory Howard. Life on the Color Line: the True Story of a White Boy who Discovered he was Black. New York: Plume, 1996. Wineberg, Howard, Marital Reconciliation in the United States: Which Couples Are Successful? Journal of Marriage and Family, Vol. 56, No. 1 (Feb., 1994), pp. 80-88. Wineberg, Howard and James McCarthy. Separation and Reconciliation in American Marriages. Journal of Divorce and Remarriage, Vol. 20, Issue1-2 (October 2008), pp21-42. Witte, John, Jr. From Sacrament to Contract: Marriage, Religion, and Law in the Western Tradition. Louisville: Westminster John Knox, 2012, 408p. ISBN: 978-0664234324. Worthington, Everett L., Jr. and Dewitt T. Drinkard. Promoting Reconciliation through Psychoeducational and Therapeutic Interventions, Journal of Marital and Family Therapy, Vol. 26, No.l, (January 2000), pp93-101. Yancy, George (ed), Christology and Whiteness: What Would Jesus Do? Routledge, 2012, pp240. ISBN: 978-0415699976

Assignments

Pre-Residency (90-120 Days) Assignment Description

SLO

Method of Assessment

Value /Due Date

Evaluator

Assignment #1: PreClass Assignment (see page 14 of syllabus)

#1,2, 3,4

In a reflective mode, write one paragraph describing your current understanding and experience of race, ethnicity, race relationships, and racism. Then write another paragraph about how you respond to race and racism and the role of your faith in the process. Finally write what you expect from this course in light of the two

40%

Faculty

points you have written Engage with required books and articles using the PRAR Model (see appendix). Submit only ONE per assigned book and ONE PRAR for all articles. Assignment #2: ActionReflection Leadership Formation Portfolio Items.

PLO #4

The following Leadership Formation Portfolio items have been selected for this course. See the appendix entitled “Leadership Formation Portfolio” for process and procedures pertaining to these assignments.

q Journey Partners 6 q 720° Degree Review 8 q Ministry Philosophy 31 q Examen Prayer Retreat 19 q Legacy Group Formation 30 q Ministry Transformation Project 33

Staff

In-Residency (5 Days)* Assignment Description

SLO

Method of Assessment

Value /Due Date

Evaluator

Assignment #3: MidTerm Essay

#4,5

Read the following assignment options and choose either option 1 or option 2 and 3.

25%

Faculty

1. Survey newspaper columns, stories, ads, and photos and share stories that reflect an author discussing racism or assuming ideologies reflecting ethnic prejudice as a system of advantage and disadvantage based on skin color,

This essay is due ¾ of the way into this class meeting.

OR 2. Watch a local or nationally syndicated news program looking for images and language that reflect an understanding of ethnocentrism/racism as a system of advantage/disadvantage based on skin color. And the following: 3. Observe your

congregation/denomination’s ministries and mission bulletin, its education handouts, requests for disaster relief assistance, or maybe hymns or prayers that communicate messages using ethnically coded language and/or visual images. Obtain the demographics of your church and compare that with the demographics of your city or neighborhood and other churches in your area. These could be elements that would not appear ‘racist’ or ‘racialized’ at first sight but which can now transpire that way for you as you have taken time to think deeper about race relationships.

What dimensions of a racialized, ethnic-privileged society are portrayed in the observations you made? Please use specifics cases in your written response for 1 or 2 and 3. Then prepare to offer a creative presentation of your findings with a message of hope to the class. You can choose from the following ideas or a create your own: • Create a comic strip that illustrates the idea of racism or racialization you discovered and include a message of resistance; • Create a song based on your discoveries with content focused on resistance; • Create a skit (and have classmates play with you!) based on your discovery and be sure to integrate hope for transformation; • Create a poem based on your discovery and include a message of resistance. Assignment #4: ActionReflection Leadership Formation Portfolio

PLO #4

q Journey Partners 6 q Legacy Group Formation 30 q LEAD Initiatives 32

Staff

q Ministry Transformation Project 33

Items. The following Leadership Formation Portfolio items have been selected for this course. See the appendix entitled “Leadership Formation Portfolio” for process and procedures pertaining to these assignments.

Post-Residency (90 Days) Assignment Description

SLO

Method of Assessment

Value /Due Date

Evaluator

Assignment #5: PostClass Assignment

Your paper will be evaluated using the following criteria:

35%

Faculty

• An introduction and a thesis statement; your development and supports of thesis and a conclusion • Grammar: spelling, punctuation, etc. • Organization of the paper and creativity; the transitions and flow of your paper

This paper is due 4 weeks after the in person session of class ends.

Consider including the following components: • Introduction that includes a discussion of the importance of the topic to you and your ministry. • A literature review that accounts for significant writings about your topic. • A brief discussion of the method you used to write your paper: whether you surveyed the literature, interviewed (if applicable), or documented your own life and/or experiences. • Identify the most significant findings about the topic. • An incisive conclusion that summarizes your paper and

indicates where your discoveries are leading you and the ministry you are involved in. Assignment #6: ActionReflection Leadership Formation Portfolio Items.

PLO #4

q Journey Partners 6 q Legacy Group Formation 30 q Ministry Transformation Project 33

Staff

Grading Asbury Theological Seminary uses the 4.00-point system for grading and evaluation. See the course catalog for further information. Grading and Evaluation The unit of credit is a semester hour, which is defined as one hour of classroom work per week for one semester, or its equivalent. The 4.00 point system is used to compute grade point standing. The grading system is: A *4.00 Exceptional work: surpassing outstanding achievement of course objectives. A- *3.70 B+ *3.30 B 3.00 Good work: strong, significant achievement of course objectives B- 2.70 C+ 2.30 C 2.00 Acceptable work: basic, essential achievement of course objectives C- 1.70 D+ 1.30 D 1.00 Marginal work: inadequate, minimal achievement of course objectives D.70 F .0 Unacceptable work: failure to achieve course objectives CR Credit: assumes work of a “C” or better NC No credit: marginal work; will not receive credit PC Provisional credit AUD Audit

WD Withdraw IP In Progress I Incomplete work * Meets Advanced Research Programs standard. (See specific degree graduation requirements.)

Course Evaluations After this course has been completed, you may fill out a course evaluation for the course by the end of the semester. To access the evaluation, click on the course evaluation link, https://asburyseminary.tk20.com. Then: • • • • •

Locate the Pending Tasks area. Click on the link that has the course information for your course(s). Click on the Course Evaluation Form tab. Complete all course evaluation fields. Click Submit.

Class Agenda Units/Days Modules/Topics

Assignments /Activities

Introductions

ALL (remaining) PRARs due Covenanting: Safe Space and Constructive Learning Environment Reading (or Focus from PRAR): TBA Syllabus and course overview UNIT 1 Definitions: Race, Racism, Racialization, Ethnicity Video: “Mirrors of Privilege: Making Whiteness Visible Race in relationships and representation

Race and ethnocentrism in the Church

Reading (Focus from PRAR): TBA

Privilege and Supremacy in Church and Society

Video: Race: “The House We Live In”

Reading (Focus from PRAR): TBA

Reckoning with and Negotiating Racial/Ethnic identity

Video: Race: “The Story We Tell”

Reading (or Focus from PRAR): TBA

UNIT 2

Institutional Racism and Christian Witness in 18th Bush, “Cracks in the Wall of Century: John Wesley Whiteness”

Institutional Racism and Christian Witness: A Contemporary Case Study

Decoding Racialized/Ethnocentric Words and Systems Biblical Theology of Race & Ethnicity: Monogenesis and Polygenesis in Wesley’s Era and Today

UNIT 3

Theology and Practice of Reconciliation

Diffusing Racism/Racialization/Ethnocentricity: Importance of Story

Reading (or Focus from PRAR): TBA Personal and Organizational Assessments Video “Color of Fear” Reading (or Focus from PRAR): TBA Reading (or Focus from PRAR): TBA Video, “Identity, the Story of Me” Video, “The Danger of a

Single Story,”

Reading (or Focus from PRAR): TBA Mid-Term Essay

UNIT 4

CT and Racial/Ethnic Healing

Reading (or Focus from PRAR): TBA

CT and Racial/Ethnic Healing

Reading (or Focus from PRAR): TBA

CT and Racial/Ethnic Healing

Reading (or Focus from PRAR): TBA

Case Study UNIT 5

Case Study Concluding Remarks

Expectations/Education Philosophy Course Work/Hours A “Credit Hour” at Asbury Theological Seminary is an amount of work represented in student learning outcomes (SLOs) and verified by evidence of student achievement that reasonably approximates not less than fifty-five (55) minutes of direct faculty instruction and a minimum of two and a half (2.5) hours out of class student work each week for the equivalent thirteen weeks for one semester hour of credit, or the equivalent amount of work over a different amount of time. Furthermore, at least an equivalent amount of work shall be required for other academic activities including internships, practicums, studio work and other academic work leading to the award of credit hours. A faculty member desiring substantial changes must clear it through the dean of the school. The expectation for most courses is 400-500 pages of assigned reading per credit hour or the equivalent of out of course work (Faculty Handbook, p. 78).

Attendance Policy

Attendance Guidelines It is expected that each student will attend class each week. To progress satisfactorily, students must meet the requirements of the course. Successful work depends to a large extent on regular class attendance. Since attendance is considered crucial for the achievement of course outcomes, this course will only permit ___ excused and ___ unexcused absences. Only ___ makeup quizzes or exams will be permitted. Students must inform their instructor(s) of absences from classes prior to or as soon as possible after the absence. Instructors have the right to request verification for all excused absences. In Extended Learning (ExL) classes, a student is expected to login and participate in each module of the term for the duration of the term. A student is in attendance for a module if the student logs into the system at least ___ time(s) and submits at least ___ postings in the online classroom. In certain cases, absences from class will be excused. These includes absences for imposed legal responsibilities (e.g., jury duty, court appearance), absences resulting from participation in extracurricular activities in which students are official representatives of the Seminary, absences for serious illness, death or serious illness within the student’s immediate family, military obligations, or other sound reasons offered by the student may be accepted as excused absences at the discretion of the professor and consistent with applicable law. Excused absences or tardiness do not excuse the student from class responsibilities. Faculty will make reasonable efforts to warn a student whose absences either place the student in danger of exceeding the maximum absences allowed for a course or seem to otherwise adversely affect the student’s standing in the course. Students are accountable for all assignments in each course, whether or not the assignments were announced during an absence. Class Learning Experience: In this course, though instructors have some knowledge and experience to share, they will not be their sole disseminators. Participants are valuable assets to the learning process and together form a community of learning and of practice with the instructors. This cohort focuses especially on a matter in which everyone in adulthood has experience with and could be considered expert. At least, you are an expert in your personal/family, congregational, and organizational conflict stories. It follows that everyone is a learner as well as a teacher. As a community of learning and practice we are embarking on a joint adventure to discover, develop, and disseminate new and old understanding about conflicts as well as perform activities that could make us ‘new kinds of persons’ who operate from the core of peacemaking and conflict transformation. For this reason, as a member of such community your participation is highly valued, expected, and irreplaceable. Hence the following community rules could be useful for everyone: 1. Do not shy away from voicing your understanding, excitement, disagreement, and hope. 2. Acknowledge and respect others’ views, even if you disagree. Offer yours

3. 4. 5. 6.

persuasively. Shared personal, congregational and organizational stories must remain within the learning community and must be considered confidential. Always think about everything in terms of how God’s peacemaking reign is being mediated or obstructed in ‘this’ case. Acknowledge tension and unresolved dialectics and allow yourself to move on, counting on God’s grace to illuminate you further. Other community rules you may want to add?

Instructors are here to facilitate your learning and practices while also sharing what they have to offer. You can expect timely feedback from them, availability to meet and/or to exchange correspondences, and provide substantive contributions. And they are open to hear from you when you are satisfied and when you are not satisfied.

Personal Reflection Action Response (PRAR) The book review style suggested for this class follows a way of learning which stretches all four of David Kolb’s researched “ways of knowing.” These four ways in each reflection exercise are based on the learning styles established by David Kolb’s Learning Style Inventory and Bernice McCarthy’s The 4-MAT System. Studies revealed that each individual who completes a ‘learning style inventory’ tend to lean toward one strong preference, and preference scores vary among the other three. Kolb and McCarthy describe the four reflective movements here as: 1: Abstract Conceptualization 2: Concrete Experience 3: Reflective Observation 4: Active Experimentation The goal for the book reviews here is for you to process all learning experiences in these four ways as a means of getting the learning and mastery into your bone marrow. Therefore, in order to have a successful grade, complete each of the four challenges of the PRAR for each of the applicable reading assignments. You may want to Copy and Paste the grid in the Appendices. I recommend keeping notes or marking a book on startling fresh information or insights so you can choose your TOP TEN findings in part one below. After that, take on the task and complete the lines, then work down through the remaining ones until you have stretched your learning potentials in all four directions. You may want to open ALL of your blank documents and name each for the author/title of books and articles yet to process. That will allow your single Copy and Paste procedure to take care of all of the assignments for this seminar. NOTE: If you do a good job reading the books closely and reviewing them with this

method, you could be doing an important part of the literature review for your dissertation. Please use single spaced format and work in 12 point size type. Use whatever space you need to respond to each assignment. Donâ&#x20AC;&#x2122;t worry about how many pages it is. Participants who would like to test their first PRAR assignment may send me a rough draft immediately after completion as long as the due date is still at least two days ahead so you can get a first evaluation and make changes, if necessary. You deserve feedback instantly and Iâ&#x20AC;&#x2122;ll give it on all PRARs attached and e-mailed to me simply using the ATS email system: mathieu.gnonhossou@asburyseminary.edu .

Attendance Policy

Participants are required to attend every class session. Participants will participate in role-playing exercises to enhance their understanding of the theory and skills of conflict analysis and transformation. Because of the importance of class participation in your evaluation, it is absolutely essential that you come to each class prepared to engage actively in our discussions of all of the assigned readings and to participate in various training exercises. In order to demonstrate satisfactory performance in this course, each participant will be expected to meet the following requirements: 1. Regularly attend class and be on time. Non-excused absences will not be allowed. 2. Actively participate in and contribute to class discussion and group activities. 3. Thoroughly read the assigned materials and be prepared to demonstrate the application of the theories, terms, and processes contained in the case studies. 4. Be ready to engage your learning and practice partners. Excused absence or late papers are based on documented emergencies. Participants with documented emergency can make special arrangements with the instructor. Participants are required to attend every class session. Participants will participate in roleplaying exercises to enhance their understanding of the theory and skills of conflict analysis and transformation. Because of the importance of class participation in your evaluation, it is absolutely essential that you come to each class prepared to engage actively in our discussions of all of the assigned readings and to participate in various training exercises. In order to demonstrate satisfactory performance in this course, each participant will be expected to meet the following requirements: 1. Regularly attend class and be on time. Non-excused absences will not be allowed. 2. Actively participate in and contribute to class discussion and group activities. 3. Thoroughly read the assigned materials and be prepared to demonstrate the application of the theories, terms, and processes contained in the case studies.

4. Be ready to engage your learning and practice partners. Excused absence or late papers are based on documented emergencies. Participants with documented emergency can make special arrangements with the instructor.

Additional Assignment Guidelines Submit presentations and papers on time and in the required format. Excused untimely submissions will receive the fully deserved letter grade. Non-excused untimely submission will receive a half grade deduction per day late. For instance, a paper which deserves a B+ will receive a B instead for being one day late, then a B- for being two days late, etc. All papers are to be presented using Times New Roman, double spaced, 12 point font, and Chicago style.

How to Submit Your Work You can submit your papers by email using the instructors' ATS email address. Mid-term papers and other class-presentation support materials can be submitted in class.

Appendices Appendix 1: Rubrics See next pages.

Ethnic-Racial Reconciliation – Seminar III Student Learning Outcome

Method of Assessment

Exemplary = 4

SLO #1: Engage relevant biblical passages and theological thoughts which address issues pertaining to racism, racialization, and ethnocentrism.

ASSIGNMENT #1: PRE-CLASS ASSIGNMENTS

SLO #2: Formulate a ASSIGNMENT #1: PRE-CLASS lucid biblical and ASSIGNMENTS practical theology for dealing with racism. SLO #3: Evaluate ASSIGNMENT #1: PRE-CLASS one’s local church ASSIGNMENTS ministries and mission in light of local and global ethnic relations in order to guide the church’s engagement in conflict transformation and racial healing. SLO #4: Articulate an understanding of racism, racialization, and ethnocentrism in your own ministry context with reference to sociological, psychological, and theological categories.

ASSIGNMENT #1: PRE-CLASS ASSIGNMENTS ASSIGNMENT #3: MIDTERM ESSAY

Accomplished = 3

Developing = 2

Beginning = 1

Engages, at an Engages, at an exemplary level, accomplished level, relevant biblical relevant biblical passages and passages and theological thoughts theological thoughts which address issues which address issues pertaining to racism, pertaining to racism, racialization, and racialization, and ethnocentrism. ethnocentrism. Formulates, at an Formulates, at an exemplary level, a lucid accomplished level, a biblical and practical lucid biblical and theology for dealing practical theology for with racism. dealing with racism. Evaluates, at an Evaluates, at an exemplary level, one’s accomplished level, local church ministries one’s local church and mission in light of ministries and mission local and global ethnic in light of local and relations in order to global ethnic relations guide the church’s in order to guide the engagement in conflict church’s engagement transformation and in conflict racial healing. transformation and racial healing.

Engages, at a developing level, relevant biblical passages and theological thoughts which address issues pertaining to racism, racialization, and ethnocentrism. Formulates, at a developing level, a lucid biblical and practical theology for dealing with racism. Evaluates, at a developing level, one’s local church ministries and mission in light of local and global ethnic relations in order to guide the church’s engagement in conflict transformation and racial healing.

Engages, at a beginning Faculty level, relevant biblical passages and theological thoughts which address issues pertaining to racism, racialization, and ethnocentrism.

Articulates, at an exemplary level, an understanding of racism, racialization, and ethnocentrism in your own ministry context with reference to sociological, psychological, and theological categories.

Articulates, at a developing level, an understanding of racism, racialization, and ethnocentrism in your own ministry context with reference to sociological, psychological, and theological categories.

Articulates, at a Faculty beginning level, an understanding of racism, racialization, and ethnocentrism in your own ministry context with reference to sociological, psychological, and theological categories.

Articulates, at an accomplished level, an understanding of racism, racialization, and ethnocentrism in your own ministry context with reference to sociological, psychological, and theological categories.

Formulates, at a beginning level, a lucid biblical and practical theology for dealing with racism. Evaluates, at a beginning level one’s local church ministries and mission in light of local and global ethnic relations in order to guide the church’s engagement in conflict transformation and racial healing.

Evaluator

Faculty

SLO#5: Identify ASSIGNMENT #3: MIDTERM forms of institutional ESSAY racism within church/Christian organization (structures, processes, practices) as well as within the larger community (laws, policies, practices, media in one’s neighborhood, city, country, state, and country).

Identifies, at an exemplary level, forms of institutional racism within church/Christian organization (structures, processes, practices) as well as within the larger community (laws, policies, practices, media in one’s neighborhood, city, country, state, and country).

Identifies, at an accomplished level, forms of institutional racism within church/Christian organization (structures, processes, practices) as well as within the larger community (laws, policies, practices, media in one’s neighborhood, city, country, state, and country).

Identifies, at a developing level, forms of institutional racism within church/Christian organization (structures, processes, practices) as well as within the larger community (laws, policies, practices, media in one’s neighborhood, city, country, state, and country).

Identifies, at a Faculty beginning level, forms of institutional racism within church/Christian organization (structures, processes, practices) as well as within the larger community (laws, policies, practices, media in one’s neighborhood, city, country, state, and country).

SLO#6: Use ASSIGNMENT #5: POST-CLASS assessment tools to ASSIGNMENT discover and de-code racialized expressions and systems as well as ethnicities that are most privileged in social, public, and private discourses and use relevant tools for racially-ethnically conscious education and action.

Uses assessment tools, at an exemplary level, to discover and decode racialized expressions and systems as well as ethnicities that are most privileged in social, public, and private discourses and use relevant tools for racially-ethnically conscious education and action.

Uses assessment tools, at an accomplished level, to discover and de-code racialized expressions and systems as well as ethnicities that are most privileged in social, public, and private discourses and use relevant tools for racially-ethnically conscious education and action.

Uses assessment tools, at a developing level, to discover and decode racialized expressions and systems as well as ethnicities that are most privileged in social, public, and private discourses and use relevant tools for racially-ethnically conscious education and action.

Uses assessment tools, Faculty at a beginning level, to discover and de-code racialized expressions and systems as well as ethnicities that are most privileged in social, public, and private discourses and use relevant tools for racially-ethnically conscious education and action.

Personal Reflection Action Response (PRAR) [0] Bibliographic entry: [Type the technical bibliographic entry for your reading. Use this sequence: Author, Title, City, Publisher, Date.] [1] My Brief Summary: Provide your concise and incisive summary of the book here. You only need one paragraph which demonstrates a thoughtful engagement with the general content of the book read. If it's a series of articles and/or a book chapter, do likewise. Maximum is 250 words. [2] My Personal list of â&#x20AC;&#x2DC;most importantâ&#x20AC;&#x2122; reading insights. Document each of your top 10 issues using page numbers, summarize the insight, and number each item. Represent the entire assignment. For each item, tell clearly why it was important to you. 0-------1-------2-------3-------4-------5-------6-------7--------8-------9--------10 Criteria: coherent--full proof of engagement, incisive, clear, documented to page, covers all readings, urgency driven.

10-

[3] My story--personal experience or description of a ‘case’ you have known well, which illuminates or otherwise connects with a major point in your reading. 0-------1-------2-------3-------4-------5-------6-------7--------8-------9--------10 Criteria: Clear and explained connection to reading, cited to page, clear case story - no generalizations or ‘lessons.’ Story has people, places, action words and feelings.

[4] My Reflective questioning--personal reflecting on ‘most troublesome’ or ‘most challenging.’ These responses will be exclusively questions you generate which specifically focus on your own 'back burner' issues as you feed your search for truth and wisdom. Report only questions that you are brooding over in depth. 0-------1-------2-------3-------4-------5-------6-------7--------8-------9--------10 Criteria: Cited to text, visibly energized and focused, convictional--not flat or fluff, exclusively working in reflective questions which promise depths of wisdom for your life and vocation. No attack or insult on the author. No questions of fact or clarification as if the author owed you an answer. No show-off through cynicism.

[5] My Action descriptions or decisions to act. Describe a minimum of two. What have you found yourself doing spontaneously because of something you read--interacted on with spouse, or others? If it is a 'decision still to act,’ give a detailed description of your specific need or plan to act on something you absorbed while processing this assignment. 0-------1-------2-------3-------4-------5-------6-------7--------8-------9--------10 Criteria: Proof of engagement of concepts--now turned into action or planned and promised action, specific, personal--not generalizations about what people should do.

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Appendix 2: Leadership Formation Portfolio

Leadership Formation Portfolio The Asbury Seminary D.Min. program blends a rigorous academic preparation with historic practices of formation and development. These elements combine in a formative process called the “Leadership Formation Portfolio.” Program participants develop a formative community – journey partners, faculty fellows, cohort peers and formation coaches – that contributes to the achievement of formational standards, dispositions and practices. While elements of the Leadership Formation Portfolio will be developed in the first stage of the program, most of the elements are revisited for more intensive interaction at later stages of the program. Each of the Leadership Formation Portfolio items, and the procedures for completing these formatively, are described in the D.Min. handbook. As a means of offering an evidence-based description of the program’s impact for leadership formation, each of these items constitute means of assessment for the D.Min. Program. Formation coaches join faculty mentors in assessing a participant’s appropriation of these competencies. Each Portfolio Item is represented by a corresponding assessment that will serve as documentation or evidence of completion. Formative Exercises Journey Partners 720 Degree Review

Journey Partners are family, members, mentors, supervisors, co-workers or peers who provide accountability, helping you improve your leadership qualities. Your Journey Partners and you will each complete a 360°evaluation to provide you with a complete picture, or a “720° Review” – a view from within and from without -- of the “Marks of a Transformative Leader,” (the program’s leadership competency model). You will experience this review at the beginning, middle and end stages of the program.

H andbook Page 6 Page 8

Examen: Prayer Retreat Rule of Life Wellness Lifestyle Declaration

AutoEthnography Lectio Continua Legacy Group Formation Ministry Philosophy LEAD Initiatives

Ministry Transformation Project

The Examen is an ancient prayer process, offering disciples a five-movement contemplative habit for a spiritually examined life. A Rule of Life is a conscious, written statement of Spiritual goals and guidelines designed to keep God and his commands in the center of your life. The Wellness Lifestyle Declaration is a “challenge by choice” initiative that allows program participants to make mentionable their visions, commitment and practices of increased intentionality in holistic lifestyle stewardship pertaining to such priorities as physical, emotional and spiritual health. The declaration addresses nutrition, exercise, stress, resource stewardship and creation care. Auto-Ethnography is a process of self-discovery in which the writer shares from personal experience, deriving cultural, political and social meaning from these reflections. Lectio Continua is the ancient practice of reading the Scripture together, in sequence, over a specified period of time. Legacy Groups at Asbury Theological Seminary serve as a type of small group and are designed to help you grow as a whole person, that is body, mind and soul. Ministry Philosophy provides a comprehensive view of your core values and beliefs that determine the way you act, lead, and live. “L.E.A.D.” stands for “Leadership Evaluation and Development” Initiatives. These are experiences in which cohort members are immersed in simulated or actual leader-needy situations that demand an agile response. LEAD Initiatives are opportunities for faculty, program staff, formative coaches and peers to participation in the observation, and evaluation of episode-based leadership. LEAD Initiatives may occur on campus, field trips, rope courses, sponsored ministry visits or in “least expected” moments in and out of the classroom which provide opportunity for peers to debrief leadership-intensive learning moments. The Ministry Transformation Project is a self-directed learning process emphasizing leadership postures and practices such as focus, humility, situational awareness, learning, intelligence and contribution. As an extended diagnostic effort, the project is designed to allow participants to experiment, explore, collaborate and practice new learning in their own ministry communities and with cohort peers. The project is completed in five distinct stages. Each stage corresponds to both cohort course (see below) and a chapter in a research dissertation. Completion of a Chapter Worksheet precedes each residency visit. Completion of a chapter draft occurs after each residency visit. Self-paced online video instructional modules facilitate orientation to each chapter. The five stages are: • • • • •

Page 19 Page 21 Page 23

Page 25 Page 29 Page 30 Page 31 Page 32

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Prospectus (Overview, Cohort Seminar I) Literature Review (Context, Cohort Seminar II) Data Collection Plan (Evidence, Cohort Seminar II) Data Analysis Plan (Theory, Cohort Seminar III) Findings Report (Results, Colloquium Presentation)

Ministry Transformation Project Assignment 1. Pre-Residency. Complete dissertation worksheet by answering the questions in provided. (You will use the outline again after the residency to write your dissertation chapter draft). See https://vimeo.com/90132870 to view the online instructional video for research orientation that accompanies the worksheet for the course. Follow instruction in the online course space for uploading and

submission. 2. In-Residency. Faculty mentors will arrange discussion sessions to review content of your worksheets, either as an entire cohort or in small group settings. Formation coaches will offer small group conversation gathering to help participants refine their ministry project designs. Participants are encouraged to offer peer review to at least one peer during the residency experience. 3. Post-Residency. Using the detailed outline you created before the intensive, write the complete dissertation chapter draft. Submit that draft by due date. Follow the instructions for submitting assignments supplied in the doctor of ministry handbook. Both the faculty mentors who lead your cohort will review the draft with the assistance of program staff tasked with research clearance. The prospectus chapter draft will be returned within the 90 days following the class. At that time you will be instructed on your next steps pertaining to the draft, and the research process. Chapter draft will be reviewed using the rubric supplied with the worksheet, with one of the following evaluation assigned: q q

Message Evaluation

Draft Reviewed: No Revisions. Apply for Stage Clearance. Draft Reviewed: Revise Based on Rubric. Resubmit by date:___________. q Draft Not Ready: See Faculty-mentor and/or (2) Formation Coach. Message Evaluation is a practice of inviting members of your communities to participate in providing formative feedback to you as a communicator. At select times, the leader will distribute, collect and respond in their practices to feedback from program-provided message evaluation form. This will be processed with formational coaches, faculty and legacy group peers.

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Appendix 3: Supplemental Resources/Bibliography Alexander, Michelle: The New Jim Crow: Mass Incarceration in the Age of Colorblindness, New Press, 2012. Allport, Gordon W, The Nature of Prejudice, Basic Books, Unabridged Edition, 1979. American Anthropological Association, “Statement on Race,” 1998. Anceshi, Luca, Joseph Anthony Camileri, Ruwan Palapathwala, and Andrew Wicking, Religion and Ethics in a Globalizing World: Conflict, Dialogue and Transformation, Palgrave McMillan, 2011. Andreas, Joel, Addicted to War: Why the US Can’t Kick Militarism. Canada: AK Press, 2004. Assefa, Hizkias, Peace and Reconciliation as a Paradigm, Nairobi Peace Initiative, 1993.

Auerbach, Yehudith. The Reconciliation Pyramid—a Narrative-Based Framework for Analyzing Identity Conflicts in Political Psychology, 30/2, (2009), 291-318. Augsburger, David, Helping People Forgive, Westminster John Knox Press, 1996. Augsburger, David. Conflict Mediation Across-Culture: Pathways and Patterns, Westminster John Knox, 1995. Avruch, Kevin, Culture and Conflict Resolution, USIP, 1998. Avruch, Kevin, Black, Peter W., and Scimeca, Joseph A., Conflict Resolution: Cross-Cultural Perspectives, Praeger, 1998. Azar, Edward. E., The Management of Protracted Social Conflict: Theory and Cases. Hampshire, United Kingdom: Dartmouth , 1990. Bar-Siman-Tov, Yaacov (ed.), From Conflict Resolution to Reconciliation, Oxford University Press, 2004. Bar-Tal, Daniel, Sociopsychological Foundations of Intractable Conflicts. American Behavioral Scientist, 50/11, (2007), 1430 – 53. Bennett, M. J. Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivity (revised), in R. M. Paige (Ed.), Education for the Intercultural Experience, Intercultural Press, 1993. Best, Sheddrack Gaya, Introduction to Peace and Conflict Studies for West Africa: A Reader. Nigeria: University for Peace Africa Programme, 2006. Blackburn, Daniel, “Why Race Is Not a Biological Concept,” in Race and Racism in Theory and Practice, ed. Berel Lang, Lanham, MD: Rowman and Littlefield, 2000. Bonilla-Silva, Eduardo, “Color-Blind Racism: Toward an Analysis of White Racial Ideology” in White Supremacy and Racism in the Post-Civil Rights Era. Boulder: Lynne Rienner Publishers, 2001. Bonilla-Silva, Eduardo, Racism without Racists: Color-Blind Racism and the Persistence of Racial Inequality in the U.S. Rowman & Littlefield Publishers, 2006. Burton, John W, Resolving Deep-Rooted Conflict: A Handbook. University Press of America, 1987. Bush, Melanie E. L., Breaking the Code of Good Intentions: Everyday Forms of Whiteness. Lanham, MD, Rowman and Littlefield, 2004.

Brown, A., & Mistry, T., Group Work with “Mixed Membership” Groups: Issues of Race and Gender. Social Work with Groups, 28(3/4), 2005, 133–48 Brown, Michael et al, “Of Fish and Water: Perspectives on Racism and Privilege” in Whitewashing Race: The Myth of a Color-Blind Society. Berkeley: University of California Press, 2003. Chang, H. Nai-Lin, Louie, NGuyen., Murdock, Benjamin., Pell, Elena., & Femenella,Ted S., Walking the Walk: Principles for Building Community Capacity for Equity and Diversity. Oakland, CA: California Tomorrow, 2000. Christerson, Brad, Emerson, Michael and Edwards, Korie, Against All Odds: The Struggle for Racial Integration in Religious Organizations, New York University Press, 2005. Dayan, Colin, The Law is a White Dog: How Legal Ritual Make and Unmake Persons, Temple University Press, 2011. De Young, Curtis Paul, Emerson, Michael O, Yancey, George, and Kim, Karen Chai, United By Faith: The Multiracial Congregation as an Answer to the Problem of Race, Oxford Press, 2003. Dummett, Michael, “The Nature of Racism,” http://blogs.umass.edu/afroam391gshabazz/files/2010/01/Michael-Dummett.pdf Elmer, Duane, Cross-Cultural Conflicts: Building Relationships for Effective Ministry, IVP, 2005. Eze, Emmanuel Chukwudi, The Color of Reason: The Idea of "Race" in Kant's Anthropology, http://blogs.umass.edu/afroam391g-shabazz/files/2010/01/Eze-on-Kants-race-Theory.pdf Facing Racism: A Vision of the Beloved Community. Louisville: General Assembly of the PC(USA), 1999. Fanon, Frantz, “The Fact of Blackness,” http://blogs.umass.edu/afroam391gshabazz/files/2010/02/Frantz-Fanon.pdf Francis, Diana, People, Peace and Power: Conflict Transformation in Action, Pluto Press, 2002. Fisher, Simon et al. Working with Conflict: Skills & Strategies for Action. London: Zed Books, 2000. Friedmann, I. M., Helping Resolve Conflict: True Experiences of a Christian Anthropologist, Herald Press, 1990.

George, Timothy and Smith, Robert Jr., A Mighty Long Journey: Reflections on Racial Reconciliation., Broadman and Holman Publishers, 2000. Gutlove, Paula, "Health as a Bridge to Peace: The Role of Health Professionals in Conflict Management and Community Reconciliation," in Violence and Health: Proceedings of the WHO Global Symposium, 12-15 October 1999, Kobe, Japan:Kobe World Health Organization. Hallie, Phillip, Lest Innocent Blood Be Shed: The Story of the Village Le Chambon and How Goodness Happened There, Harper Perennial, Reprint Edition, 1984. Hays, J. Daniel, From Every People and Nation: A Biblical Theology of Race, IVP, 2003. Helmick, Raymond G. & Petersen, Rodney L, Forgiveness and Reconciliation: Religion, Public Policy and Conflict Transformation, Templeton Foundation Press, 2001. Hopkins, Dwight N., Being Human: Race, Culture, and Religion. Minneapolis: Fortress Press, 2005. Jeyaraj, Daniel, Pazmino, and Petersen, Antioch Agenda: Essays on the Restorative Church in Honor of Orlando E. Costas, Indian Society for the Promotion of Christian Knowledge, 2007. Jones, L Gregory, Embodying Forgiveness, Pathways/ECONI, 2002. Jordan, Winthrop D. The White Man’s Burden: Historical Origins of Racism in America. Oxford University Press, 1974. McWhorter, John. Authentically Black: Essays for the Black Silent Majority.Gotham, 2003. Kant, Immanuel, “Kant on the Different Races of Man,” http://blogs.umass.edu/afroam391gshabazz/files/2010/01/Kant-on-the-Different-Races-of-Man1.pdf Kisare, Z. Mwara, Kisare: A Mennonite from Kiseru: An Autobiography as Told by Joseph C. Shenk, Eastern Mennonite Board, 1984. Kochman, Thomas, Black and White Styles in Conflict, University of Chicago Press, 1983. Kreider, Alan & Eleanor, Becoming a Peace Church, New Ground, 2000. Lederach, Jean-Paul, Building Peace. Washington, DC: United States Institute of Peace Press, 1997. Lederach, John Paul, Preparing for Peace: Conflict Transformation Across Cultures, Syracuse, NY: Syracuse University Press, 1996.

Lederach, John Paul, The Journey Toward Reconciliation, Herald Press, 1999. Lipsitz, George, The Possessive Investment in Whiteness: How White People Benefit from Identity Politics. Temple University Press, 1998. Lopez, Ian Haney, White By Law: The Legal Construction of Race, NYU Press, 1996. Mills, Charles, “White Supremacy as Sociopolitical System” http://blogs.umass.edu/afroam391g-shabazz/files/2010/01/Mills-on-White-Supremacy.pdf Mills, Charles, “Overview” (excerpt from The Racial Contract) http://blogs.umass.edu/afroam391g-shabazz/files/2010/01/Racial-Contract.pdf Oliver, Melvin L. and Thomas M. Shapiro. Black Wealth/White Wealth: A New Perspective on Racial Inequality, Routledge, 2006. Peart, Norman Anthony, Separate No More, Baker Books, 2000. Perkins, John (ed.), Restoring At-Risk Communities, Baker Books, 1995. Poling, James Newton, The Abuse of Power: A Theological Problem, Abingdon, 1991. Prove, Godlieve, Becoming Human: A Story of Transformation through Conflict and Healing, Eburon Publisher, 2005. Pruitt, Dean. & Kim, Sung-Hee, Social Conflict: Escalation, Stalemate and Settlement, Boston: McGraw-Hill 3rd Edition, 2004. Rah, Song Chan. The Next Evangelicalism: Freeing the Church from Western Cultural Captivity, Downers Grove: Intervarsity Press, 2008. Rothenberg, Paula S., White Privilege: Essential Readings on the Other Side of Racism, 3rd ed. New York: Worth Publishers, 2008. Rothman, Jay. Resolving Identity-Based Conflict in Nations, Organizations and Communities. New York: Wiley, 1997. Saunders, Harold H., Politics is About Relationships: A Blueprint for the Citizens’ Century, Palgrave McMillan, 2005. Saunders, Harold H., Sustained Dialogue in Conflict: Transformation and Change, Palgrave McMillan, 2011. Schreiter, Robert J., The Ministry of Reconciliation: Spirituality and Strategies, Orbis Press, 1999.

Schrock-Shenk, Carolyn (ed.), Making Peace with Conflict: Practical Skills for Conflict Transformation, Herald Press, 1999. Schrock-Shenk, Carolyn (ed.), Mediation and Facilitation Training Manual, fourth edition, Mennonite Conciliation Service, 2000. Sider, Ronald J., Just Generosity, Baker Books, 2007. Smedley, Audrey and Smedley, Brian, Race in North America: Origin and Evolution of a Worldview, 4th ed., Boulder, CO: Westview, 2012. Smith, Daryl G. Diversity's Promise for Higher Education: Making it Work. Baltimore: Johns Hopkins University Press, 2009. Tatum, Beverly Daniel, “Why Are All the Black Kids Sitting Together in the Cafeteria?” And Other Conversations About Race. New York: Basic Books, 2003. Volf, Miroslav, Exclusion and Embrace. A Theological Exploration of Identity, Otherness, and Reconciliation (Nashville: Abingdon Press, 1996). Wilmore, Gayraud S., “Realism and Hope in American Religion and Race Relations” in Dissent and Empowerment: Essays in Honor of Gayraud Wilmore, edited by Eugene G. Turner. Louisville: Witherspoon Press, 1999. Woodley, Randy, Living in Color: Embracing God's passion for Ethnic Diversity. Downers Grove: Intervarsity Press, 2001. Wu, Frank H., Yellow: Race in America: Beyond Black and White. New York: Basic Books, 2002. Yancy, George, The Return of the Black Body: Seven Vignettes, http://blogs.umass.edu/afroam391g-shabazz/files/2010/02/George-Yancy-on-the-Return-ofthe-Black-Body.pdf Yancy, George, “Whiteness as Ambush and the Transformative Power of Vigilance,” http://blogs.umass.edu/afroam391g-shabazz /files/2010/01/George-Yancy-on-Whiteness-as-Ambush.pdf Yancy, George, “Whose Democracy?” http://blogs.umass.edu/afroam391gshabazz/files/2010/03/Whose-Democracy.pdf Yancy, George, Black Bodies, White Gaze: The Continuing Significance of Race, Rowman and Littlefield, 2008.

Yancy, George (ed), Christology and Whiteness: What Would Jesus Do?, Routledge, 2012. Yancy, George A., Neither Jew nor Gentile: Exploring Issues of Racial Diversity on Protestant College Campuses, Oxford University Press, 2010. “Malcom X” - Racism “Death of a Prophet” – Racism (Death of Malcom X) “Silent Victim” - Individual and institutional Sexism “Nell” - Poverty and Sexism “Philadelphia” – Gender issues - prejudice “Ghandi” –Racism – Colonialism “Amistad” – Racism - Slavery “Dances with Wolves” –Racism and Colonialism “Carbon Copy” –Racial identity issues “Michael Collins” – Prejudice - Irish/English conflict “The Hurricane” –Racism and Poverty

Appendix 4: Policies Accessing Library Resources 1. General Questions: The Information Commons is a "one-stop shop" for all student research, circulation and technical needs. The Information Commons can be reached at our website: asbury.to/library, via phone at 800.2ASBURY or 859.858.2100, and via email at information.commons@asburyseminary.edu. Students are also encouraged to send questions to the Information Commons via SMS/text at 859.903.0464. 2. Materials Requests: To search the library catalog for available materials, use the links on the library website or the search box located in your online course center. Students on the Kentucky or Florida campuses can use their student ID cards to check out materials in person. Books can be mailed back or returned to the library at either campus.

Online students may request books, photocopies, or emailed attachments of journal articles/portions of reference books from the library. Please allow 3-10 business days for all requests to be filled. Contact the Information Commons for costs and instructions on how to make requests. 3. Research Assistance: Students should contact the Information Commons for research assistance. Help is available for general research questions including how to find course materials online or navigate online library resources. Advanced research appointments are available for students needing assistance in the research process. 4. Online Databases and Resources: Asbury Scholar - Users can perform a search for books, journal articles, eBooks, and more by using Asbury Scholar. Search results of all material types can be aggregated conveniently in a single results list, or narrowed down as specifically as a user requires. A search box and direct links to Asbury Scholar can be found on the library’s website at asbury.to/library. Complete Resource List - Alternatively, direct links to resources have been arranged alphabetically on the Complete Resource List. In some cases this may allow the user to access site-specific features not otherwise available. To access the library’s online resources including the library catalog, online journal databases, encyclopedias, and more, go to the Complete Resource List at http://guides.asburyseminary.edu/resources. 5. Technology Questions: Students can receive support for accessing their online classroom, using electronic resources, or other technological problems related to Asbury Seminary coursework by contacting the Information Commons. Longer appointments for training in supported Bible software or supported bibliographic management software are also available. Plagiarism Academic integrity is expected from every student. Plagiarism, that is, “presenting…another’s ideas or writings as one’s own,” is considered a serious violation of trust and not acceptable. Detailed information including penalty for plagiarizing is to be found in the Student Handbook. Turnitin If your course is using Turnitin.com as a form of detecting plagiarism, students would find this information useful for checking their own work.

The following is a sample Turnitin.com statement: In this course we may utilize turnitin.com, an automated system which instructors can use to quickly and easily compare each student's assignment with billions of web sites, as well as an large database of student papers that grows with each submission. Accordingly, you may be expected to submit assignments in both hard copy and electronic format. After the assignment is processed, as an instructor I receive a report from turnitin.com that states if and how another author's work was used in the assignment. For a more detailed look at this process, visit http://www.turnitin.com. Copyright Policies The copyright law of the United States (title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Under certain conditions specified in the law, libraries and archives are authorized to furnish a photocopy or other reproduction. One of these specific conditions is that the photocopy or reproduction is not to be "used for any purpose other than private study, scholarship, or research." If a user makes a request for, or later uses, a photocopy or reproduction for purposes in excess of "fair use," that user may be liable for copyright infringement. This institution reserves the right to refuse to accept a copying order if, in its judgment, fulfillment of the order would involve violation of copyright law. Online Media Copyright Information By using this material, you are consenting to abide by this copyright policy. Any duplication, reproduction, or modification of this material without express written consent from Asbury Theological Seminary and/or the original publisher is prohibited. Americans With Disabilities Act Information This section must be included in courses after Summer 2012. Asbury Theological Seminary provides reasonable accommodation for qualified students with disabilities on an individualized basis. If you are a student with a disability, and believe you are in need of reasonable accommodations in this class, you will need to make an appointment with an Accommodations Officer, located in the Office of the Registrar on the Kentucky campus or in the Enrollment Management Office on the Florida campus. Students are required to provide documentation of a disability prior to receiving classroom accommodations. Since accommodations may require early planning at or before the start of the term and generally are not provided retroactively, please contact an Accommodations Officer as soon as possible. Online Section Descriptions and Communication Guidelines This section should be included for ExL/Online courses. The Online Classroom is built upon the open-source Moodle platform. By logging into

http://one.asburyseminary.edu and clicking on the Online Campus tab (upper right corner) you will have access to this course and be able to collaborate with participant-colleagues and me throughout the course. The following are functions with which you should familiarize yourself: 1. The Course Information Center contains many features to be used throughout the semester: a) Course News and Announcements, where I will post items important for the entire class; b) Syllabus, where a copy of the syllabus is provided; c) To Professor, which is a way for you to post a message directly to me and we can discuss an issue privately; d) Course Questions, which is a public forum where you can publicly post any questions you have regarding the course so others may see your message and respond. Anytime you have a question or comment about the course, the schedule, the assignments, or anything else that may be of interest to other participants and me you should post it to the Course Questions Forum; e) Prayer Forum, which is a public forum where you can post prayer concerns and praises for all to see. This is a way for us to build community; f) Open Forum, which is a public forum where you can post anything that is not course-related for all to see. Examples include someone getting married, an upcoming birthday, discussions on topics not course-related, etc. This is a way for us to build community. 2. Modules, which are located below the Course Information Center, will contain forums where group discussions will take place, documents or other files to download or view online, and assignment links where you will post your assignments to me. Modules will be clearly labeled so you can follow along during the semester. Online Support Contact Information For technical support, library research support, library loans and Online media contact Information Commons: email: information.commons@asburyseminary.edu Phone: (859) 858-2100; Toll-free: (866) 454-2733 For general questions and administrative assistance regarding the Online program, contact Dale Hale: email: ExL.Office@asburyseminary.edu Phone: (859) 858-2393 Withdrawal from Classes Students may drop and/or add classes without penalty during the add/drop period. Students dropping any class after the add/drop period will receive a grade of â&#x20AC;&#x153;WDâ&#x20AC;? (withdraw) on their transcripts, until the following deadlines each term:

• Fall, spring and summer full semester courses: through the end of the sixth week of the term. • All intensive courses: through the equivalent of the sixth week of classes (one day equals three weeks in a semester). After these posted deadlines, a grade of “F” will be assigned to the course from which the student has withdrawn. See the academic calendar for specific deadline dates throughout the year and the financial information section for the tuition refund schedule. Note particularly that the refund schedule applies only to full withdrawal. There is no refund for individual courses dropped beyond the change of registration period. Withdrawal from Seminary A student who, for any reason, finds it necessary to withdraw from school at any time other than at the close of a term is required to obtain official approval. Permission to withdraw shall be secured from the Office of the Registrar. A grade of “F” shall be recorded for all courses from which a student withdraws without permission or after the deadline stated in this catalog. A student who withdraws from Asbury Theological Seminary and later decides to return as a student will be required to reapply for admission. Lack of attendance does not constitute a withdrawal.

The Tk20 Portfolio Account The Tk20 Portfolio allows Asbury D.Min. participants to collect, submit, review and update program/course assignments throughout the entire three-year program. To access Tk20: ·

Open an Internet browser.

Enter https://asburyseminary.tk20.com into the URL field.

In the upper left corner of the screen, click on the Portfolios tab.

Click on the D.Min. E-Portfolio link.

Click on the appropriate tab (Journey Partners, Auto-ethnography, etc.)

Select “Click to Attach” and follow the instructions on screen to upload files.

Statement on Inclusive Language It is the policy of Asbury Theological Seminary to use inclusive or non-sexist language in all Seminary publications, literature and communications. The faculty of Asbury Theological Seminary has adopted the following statement recommending the use of nondiscriminatory

language by all members of the Seminary community. Rooted deeply within the history and heritage of Methodism is the active participation in the lifting of oppression in any form so as to extend and implement the freedom of the gospel to all whom God has created and seeks to redeem. The record of Wesleyans on behalf of women is impressive and honorable and should be furthered by the modern offspring of Wesley. Language does make a difference. When terms create certain feelings, we respond to these feelings for the sake of fostering relationships. We do not bind ourselves to etymology or even historical usage, for history is always thrusting us into new situations and struggles. We are constantly adapting our language in order to be responsible and effective communicators. Language does not create a problem nor does language solve a problem, but language may contribute to both sometimes in obvious ways, more often in subtle ways. It is the intent of the â&#x20AC;&#x153;Suggestions for Inclusive Languageâ&#x20AC;? to help sensitize the Asbury Theological Seminary community to some of the cultural problems related to using previously accepted gender specific references as generic terms and to provide help in moving beyond our present habits to more just expressions.