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Story and Song

A Postcolonial Interplay between Christian Education and Worship

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HyeRan Kim-Cragg

Story and Song: A Postcolonial Interplay between Christian Education and Worship examines the roles of Scripture and hymnody in a Christian community in the twenty-first century, an era marked by a growing awareness of complex issues and migrating contexts. This work identifies the divisions that have existed between these two disciplines. The postcolonial approach employed here offers insights that uncover the colonial assumptions that led to division rather than integration of worship and Christian education. Furthermore, this book seeks to employ qualitative research methods in studying a Korean-Canadian diasporic congregation and a Korean feminist Christian group. Such research demonstrates how the Gospel Story and the congregation’s stories can be woven together in a particular context, while the Song of Faith can help to build a postcolonial feminist community.
Readers will be equipped to mend the divisions between Christian education and worship, to respond to the needs of non-Western Christian communities, and to attain postcolonial insights. A balanced theoretical work with reflective practical descriptions, this volume will be useful to those who are looking for a text to guide Christian education and worship courses and contribute to the readings of courses in practical theology, postcolonial studies, feminist pedagogies, and feminist liturgies.

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Notes 127

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NOTES Introduction 1. Both terms ‗Christian education‘ and ‗religious education‘ will be used interchangeably, while quoting other scholars‘ uses of these terms respectively throughout the book. 2. E.g., Aidan Kavanagh, On Liturgical Theology (New York: Pueblo Publishing Co., 1984), 52–69. Lewis Sherill, The Rise of Christian Education (New York: Macmillan Company, 1950), 160–202. 3. David A. Kolb, Experiential Learning: Experience as the Source of Learning and Development (Upper Saddle River, New Jersey: Prentice-Hall, Inc., 1984), 20. 4. Kwok Pui-lan, ―Jesus/the Native: Biblical Studies from a Postcolonial Perspective,‖ in Teaching the Bible: The Discourse and Politics of Biblical Pedagogy, eds. Fernando F. Segovia and Mary Ann Tolbert (Maryknoll, New York: Orbis Books, 1998), 79. 5. John H. Westerhoff, Will Our Children Have Faith? (New York: The Seabury Press, 1976), 3. Others who emphasize the ‗faith community‘ approach in Christian education have also made contributions to a more holistic integration of Christian education and worship. E.g., C. E. Nelson, Congregations: Their Power to Form and Transform (Atlanta: John Knox Press, 1988); Charles Foster, Educating Congregations: The Future of Christian Education (Nashville: Abingdon Press, 1994); and Maria Harris, Fashion Me a People: Curriculum in the Church (Louisville: Westminster/John Knox Press, 1989). 6. While Westerhoff called for a paradigm shift in religious education, Robert Browning and Roy Reed spoke of a paradigm shift in liturgy from a substantialistic approach to a phenomenological approach for the interplay of two disciplines. See their The Sacraments in Religious Education and Liturgy (Birmingham: Religious Education Press,...

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