Introduction

Abstract

This book seeks to look at the emergence of Black theology as a discipline within the academy, and investigate how Black theology may serve as a resource for excellence in teaching and learning. This is of interest, because Black theology engages pedagogy to note that in the first decade of its development, all the theologians were men and it did not occur to these Black male theologians that women, particularly Black women were excluded. Although the impetus for the construction and articulation of this theology was the exclusion of Black people by White religionists, Black theologians were careful not to adopt the exclusionary approach of White religionists in relation to White men but included them both in the exposition and analysis of its major themes and arguments. Unlike White theologians, who excluded Black people from their theological discourse, Black theologians were inclusive in relation to the White academy. I find it instructive for pedagogy in classroom and church that Black theologians refused to pattern God-talk from the White model of exclusion, but have insisted that if theology is to be in the service of creating and sustaining a compassionate and diverse community, then the stranger must be embraced both in the academy and church.