While much has been written on feminist pedagogical issues, there has been a critical lack of research on the complex and multilayered power dynamics in the classroom when the teacher is an Asian or Asian North American woman. The complexity is a result of her multiple subject positions in the theological classroom: as a teacher, a theologian, she has some authority over the students, but as a racial minority woman, she is marginalized by the White mainstream.
Ways of knowing imply ways of teaching. Therefore, this presentation will focus on the salient characteristics that might emerge at the intersection of gender and race in the context of theological education, in a course prepared by an Asian and Asian North American woman instructor for a class that is predominantly non-Asian/Asian North American.
