In 1988 Virginia Fabella from the Philippines and Mercy Amba Oduyoye from Ghana coedited With Passion and Compassion: Third world Women Doing Theology, based on the work of the Women's Commission of the Ecumenical Association of Third World Theologians (EATWOT). The book has been widely used as an important resource for understanding women's liberation theologies, in Africa, Asia, and Latin America emerging out of women's struggles for justice in church and society. More than twenty years have passed and it is time to bring out a new collection of essays to signal newer developments and to include emerging voices.

Divided into four partsContext and Theology; Scripture; Christology; and Body, Sexuality, and Spiritualitythese carefully selected essays paint a vivid picture of theological developments among indigenous women and other women living in the global South who face poverty, violence, and war and yet find abundant hope through their faith.

Theological education, like theology itself, is becoming a truly global enterprise. As such, theological education has to form, teach, and train leaders of faith communities prepared to lead in a transnational world. The teaching of theology with a global awareness has to wrestle with the nature and scope of the theological curriculum, teaching methods, and the context of learning. Teaching Global Theologies directly addresses both method and content by identifying local resources, successful pedagogies of inclusion, and best practices for teaching theology in a global context. The contributors to Teaching Global Theologies are Catholic, mainline Protestant, and evangelical scholars from different racial and ethnic backgrounds, each with sustained connections with other parts of the world. Teaching Global Theologies capitalizes on this diversity to uncover neglected sources for a global theology even as it does so in constructive conversation with the long tradition of Christian thought. Bringing missing voices and neglected theological sources into conversation with the historical tradition enriches that tradition even as it uncovers questions of power, race, ethnicity, class, gender, and sexuality. Teachers are offered successful pedagogies for bringing these questions into the classroom and best practices to promote students' global consciousness, shape them as ecclesial leaders, and form them as global citizens.