Decentering the Preaching Classroom: Pedagogical Possibilities for Multicultural Theological Education

A multicultural theological classroom is increasingly part of the visible future of theological education, especially in the U.S. context. Drawing on personal experience, this presentation proposes a pedagogy centered on decentering, decolonial awareness, inclusivity, and critical reflection. Using preaching courses as a case study, it illustrates how such practices cultivate students’ attentiveness to foster equitable, belonging-oriented communities and shape future ministers’ theological imagination. These classroom practices may extend beyond the academy, influencing students’ work in congregations, academic institutions, and broader social contexts.