PMN 652(02) – Seminar in Leading a Multiethnic Church
Fall Semester, 2013 – Wednesday, 6:30 pm – 9:30 pm
Dr. John Edmerson, Associate Professor Office: (513) 244-8112
Office: Presidents Hall, 2nd floor, NE wing, End office Home: (859) 384-8631
Email: Mobile: (859) 802-8153
Office: Presidents Hall, 2nd floor, NE wing, End office Fax: (513) 244-8123
DESCRIPTION
Students in this course will be introduced to various narratives of ethnic groups in the United States through intercultural communication and the use of theoretical material from cultural and social anthropology. Students will learn to perceive, understand, and develop their ministry in ways that will benefit the nation's multicultural environment. This course will offerspiritual and theological resources to aid church leaders with an emphasis on experimenting and evaluating material to help in understanding the special needs and interests of African-Americans, Hispanic-Americans, Asian-Americans, and Euro-Americans.
COURSE GOALS
All churches within the United States, and particularly ones in an urban environment, must maintain a vital ministrycapable of attending to the needs ofpeople of all cultures. In light of that, this course seeks to help each student reach the following goals:
Cognitive:Both theoretical and historicalunderstanding ofintercultural and multicultural interaction, social anthropology, and interpretation of cultural artifacts, especially in connection with Christian theology in the United States.
Affective:Deepened appreciation for and awareness of different cultures, individual and collective responsibility and ownership of ethnic histories, and an augmentedfaithfulness to conquering racism in churches and in society as a whole.
Skills:Stronger and better interpretive skills relating to various cultures within the scope of social histories, the church, and personal contacts and interactions.
COURSE FORMAT
The class meets three hours each week. Students must finish, on time, all reading materials and any other assigned tasks,and have full participation in the classroomand during Internet activities according to the Moodle schedule. Student assignments will be the foundation for lectures, class dialogue, Internet forums, and student presentations. Class work will involve videos, guests, and small group work. Also, students must visit at least two worship services among churches made up ofa culture different from their own.
required reading
Branson, Mark Lau, and Juan F. Martinez. Churches, Cultures & Leadership: A Practical Theology on Congregations and Ethnicities. Downers Grove, Ill.: InterVarsity Press, 2011. 271 pages.
Emerson, Michael O. People of the Dream: Multiracial Congregations in the US. Princeton University, 2006.
Emerson, Michael O., and Christian Smith. Divided by Faith: Evangelical Religion and the Problem of Race in America. Oxford University Press, 2000.
Law, Eric. The Wolf Shall Dwell with the Lamb. Chalice, 1993.
Takaki, Ronald. A Larger Memory: A History of our Diversity, with Voices. Little, Brown & Co.,1998.
On-line and paper articles.
recommended reading
DeYoung, Curtis, et al., United by Faith: The Multiracial Congregation as an Answer to the Problem of Race. Oxford University Press, 2003.
Ireland, David. The Skin You Live In: Building Friendships Across Cultural Lines. Colorado Springs, Col., NavPress, 2012. 173 pages.
Stewart, Edward, and Milton Bennett. American Cultural Patterns: A Cross-Cultural Perspective. Revised edition. Intercultural Press, 1991.
Assignment guidelines and grading
***Please note that details concerning assignments and weekly requirements are posted on the Moodle site. Grading is based on meeting the requirements on schedule and with significant analysis and reflection.
1. Preparation for and participation in class (10%)
2. Reading assignments; reading log for submission (20%)
Post a weekly reflection on the assigned reading for that week on your group forum according to detailed instructions (usually 50-100 words each week). Also, keep a written reading log (attached) of your readings throughout the quarter. The log needs to include a list of all the readings you did for this class and the date on which you completed each.
3. Postings on the Branson/Martínez material (10%)
Post four reflections (250-300 words each) on your group forum, on the assigned dates, addressing the theoretical materials presented in the Branson and Martínez text and related lectures. Each post needs to briefly address three issues: a) Identify and define the major concepts presented; b) explain how the concepts give you insight into your cultural formation; c) describe an experience or anecdote that illustrates one of the major concepts.
4. Cultural Autobiography (15%)
a. Write a first draft of your own “cultural autobiography” noting your historical background, transitions in understanding and practices, and the interaction of faith, identity, church, and worldview.
b. Post an interaction with the cultural autobiographies of those in your group.
c. Write the final draft of your autobiography, reflecting on your earlier work in light of the theoretical tools presented by Branson and Martínez. Also, include reflections on your current strengths and the competencies you plan to develop for leadership in intercultural settings (final autobiography 1000-1200 words).
5. Group research on a specific ethnic group (30%)
Each group will report on the following, based on their group research. (Group interaction and development will be done on the group forum.)
a. Present historical, sociological, demographic, and religious research related to your ethnic group. General information will be national, with more specific focus on the Midwest and Kentucky. (Note – while Wikipedia can be used for finding other sources it should not be the referenced source.)
b. Reflect on that ethnic group’s experience in the US in light of what you learned in class.
c. Group members are to visit two churches from the ethnic group you are studying and post a reflection on the experience and issues faced by that ethnic group.
d. Post a group report on the specific ethnic group being studied.
e. Prepare a concise 15-minute class presentation on what you have learned. All members should be included at some level.
6. Final paper (15%)
Each student will write a final paper that provides theological, personal, and ministry reflections in light of what has been learned in class. Students need to clear their final topics with me (2500 words).
Grading is based on attentiveness to instructions, quality of research and reflection, clarity and organization of written or oral presentations, integration of materials, and normal rules for grammar, spelling, and style. You want to be accurate regarding your research, reading, and references to other students. You need to express yourself with clarity so that readers can grasp the meaning of your sources and the meaning of your own reflections. If you meet the requirements fully on an assignment, based on these standards, you will have a B+. Here are what our grades mean:
· A Excellence in meeting the requirements, usually indicated in the concepts, the integration of resources, the depth of reflection, the explorations regarding implications, and the quality of the writing and structure. In content, organization, expression, and implications, the paper is excellent in every way.
· A- Goes beyond the basics of the assignment with some elements of excellence.
· B+ All aspects of the assignment are met, including quality of content, organization, standards for writing, and thoughtfulness.
· B A good submission, with almost every aspect of the assignment being met with competence and clarity.
· B- Significant good work, most of the requirements are met, but some important content or qualities are not present.
· C+ Demonstrates significant work and some good conceptual work and reflection, but important aspects of the assignment are missing or done without adequate quality.
· C Indicates some connections with the requirements but as a whole the writing lacks understanding, appropriate research, and/or significant reflection.
· C- While there are some indications of research and engagement, the writing misses the point of the assignment or major aspects are absent.
· F Lacks intelligible connection with research; it is not apparent that the student understands the material or the assignment; or there is some form of plagiarism.
Course topics
Telling the American Narrative from Different Ethnic Perspectives
· Sharing our Personal Cultural Narratives
· Native Americans
· African-Americans
· Latinos
· Asian-Americans
· Euro-Americans
Intercultural Relations - Theoretical Framework
· Praxis
· Culture as a social structure
· Language and nonverbal behavior
· Worldview
· Perception and thinking
· Social relations
· Self perception
· Intercultural communication
American Churches and Cultural Relations
· Problems of perception
· Worship and cultural expressions
Intercultural Ministry in the United States Today
· Multiculturalism in context
· Living and ministering multiculturally
· Being church in a multicultural setting
Course Details & Etiquette
Be on time and prepared for class. Help create a learning environment for everyone. Cell phones should be off (or silent if you are expecting urgent calls). Computers should be used only to enhance your class participation and the attentiveness of those around you.
The purpose of the written assignments is to help you become familiar with major conceptual and practical issues by summarizing and exploring key concepts, arguments, implications, and applications of each author’s work. Web postings, although not structured as formal papers, must be clear and well structured. Moodle postings must meet formal standards for grammar, spelling, structure, and references. Papers should follow norms for style and grammar. Keep a printed or computer copy of your work until the graded copy is returned to you.
All papers must by double spaced, with 1" margins and pages numbered.
Use 12 pt Times New Roman font, or a very readable serif font (not sans-serif).
Follow Turabian/Chicago Manual of Style.
AUGUST 28
1. Post cultural autobiography (draft) [ ]
2. Post comments to other autobiographies [ ]
3. First post to group forum – initial sense of ethnic group + basic chronological and demographic data []
SEPTEMBER 4
1.Read Takaki (pp. 3-151) ______
2. Post Takaki comments on Moodle []
SEPTEMBER 11
1.Read Takaki (pp. 155-269)
2.Post Takaki comments on Moodle []
3. Post content on forum & interact []
SEPTEMBER 18
1.Read Takaki (pp. 270 -353) ______
2. Post Takaki comments on Moodle []
3. Post research and comments on Moodle
SEPTEMBER 25
1. Read Branson &Martínez Ch 1 ______
2. Post BransonMartínez comments on Moodle
OCTOBER 2
1.Read Branson & Martínez Chs 2&3 _____
2.Read Law Intro, Chs 1-2 ______
3.Post Branson &Martínez Chs 2 &3 comments on Moodle_
4.Post Law comments Chs 1-2 on Moodle
OCTOBER 9
1.Read Branson & Martínez Ch 4 ______
2.Read Law Chs 3-4 ______
3.Post Law comments on Moodle []
4. Post research and comments on Moodle
OCTOBER 16
1. Read Branson & Martínez Chs 5-6 ______
2. Read Law Chs 5-7 ______
3.Post on research forum & begin Moodle []
4. Post 4thBranson/Martínez comments []
5. First church visits / reflections on Moodle []
6. Post Law comments on Moodle[]
OCTOBER 23
1.Read Divided by Faith ______
2.Post reflections and comments on Moodle
OCTOBER 30
1.Read People of the Dream ______
2.Post comments on Moodle
NOVEMBER 6
1.Read Branson &MartínezCh 7 ______
2.Second church visit/reflections on forums []
3.Post comments and reflections on Moodle
NOVEMBER 13
Post final draft of cultural autobiography []
NOVEMBER 20
1.Read Law Chs 8-11 ______
2.Post reflections and comments on Moodle
3.Read Branson &MartínezCh 8
4.Post reflections and comments on Moodle
DECEMBER 4& 11
1.Post reflections and comments on Moodle
2. Submit reading log
3. Complete any final details on group Moodle
DECEMBER 16
Post and submit final paper