A book on teaching and learning in theological education, Decolonial Futures: Intercultural and Interreligious Intelligence for Theological Education is guided by the questions, "What makes education intercultural and interreligious?" "How might we rethink and redesign spaces of learning to be hospitable to cultural and religious differences as well as to dismantle the coloniality of theological education?" "How might we subvert traditionally colonial spaces to model the engaged intercultural and interreligious world that we seek?" The book helps educators and practitioners of intercultural and interreligious learning both deconstruct and reconstruct spaces of learning by centering interreligious and intercultural intelligence through the voices, experiences, and narratives of minoritized people.

In light of globalization, ongoing issues of race, gender, and class, and the rapidly changing roles of institutions, this volume asserts that Christian social ethics must be reframed completely. Three questions are at the heart of this vital inquiry: How can moral community flourish in a global context? What kinds of leadership do we need to nurture global moral community? How shall we construe social institutions and social movements for change in the twentyfirst century? The illustrious contributors include: Anthony B. Pinn, Katie G. Cannon, Noel Erksine, Jacob Olupona, Riggins R. Earl Jr., James H. Cone, Dwight N. Hopkins, Lewis V. Baldwin, Jonathan L. Walton, Rosetta E. Ross, Traci C. West, Melanie L. Harris, Victor Anderson, Emilie M. Townes, and Barbara A. Holmes.

Riggs discusses African American church life as a case study for ethical reflection about sexual ethics and clergy ethics -- the prevailing silence about sexuality in black churches as well as the fact that sexuality is generally a taboo in Christian tradition.

The author feels that sexism has been perpetrated by misuse of the Scriptures and by circumscribing the role of women, and seeks to transform current discourse about sexual behavior and clergy misconduct from a concentration on formulating policy to re-train.

A book on teaching and learning in theological education, Decolonial Futures: Intercultural and Interreligious Intelligence for Theological Education is guided by the questions, "What makes education intercultural and interreligious?" "How might we rethink and redesign spaces of learning to be hospitable to cultural and religious differences as well as to dismantle the coloniality of theological education?" "How might we subvert traditionally colonial spaces to model the engaged intercultural and interreligious world that we seek?" The book helps educators and practitioners of intercultural and interreligious learning both deconstruct and reconstruct spaces of learning by centering interreligious and intercultural intelligence through the voices, experiences, and narratives of minoritized people.