Instructor : Dr. Kit Lim
E-mail : elim@iliff.edu
Office Hours :
Course Synopsis
The Christian missionary movement had far-reaching impacts in the process of European colonial expansion in the Modern era. The result is that the religious, cultural, and economic practices between colonial powers and the colonized peoples collided and colluded in unexpected and fascinating ways. What can we learn from out of this experience? How does the experience of colonialism shape the development of Christianity in the Global South? How do Christians from the Global South make sense of their belonging and identity? What is at stake for them when the “old” is forcibly or intentionally mixed with the “new?” What is at stake when the “old” is rejected in favor of the “new?”
This course explores the historical development and modern trends of Christianity among communities in the region of the world known as the Global South. This course also approaches Christianity as a “lived religion,” that is, the religious practices of “ordinary” adherents of the religion. This is not a straightforward historical survey course. Rather, it explores the development of Christianity in the Global South through the lens of (post)colonialism. Along the way, we will explore and critically evaluate the symbolic systems, power structures, ideologies, values, and religious meanings at play. Finally, this course examines the interaction between Christianity in the Global South and its Northern counterpart and articulate a vision for increased social justice.
Books for the Course
Allan Heaton Anderson. To the Ends of the Earth: Pentecostalism and the Transformation of World Christianity. Oxford: Oxford University Press, 2013. (ISBN 0195386426)
Philip Jenkins. The New Faces of Christianity: Believing the Bible in the Global South. Oxford: Oxford University Press, 2006. (ISBN 0195368517)
Lamin Sanneh. Translating the Message: The Missionary Impact on Culture. Maryknoll: Orbis Books, 2009. (ISBN 1570758042)
Robert Wuthnow. Boundless Faith: The Global Outreach of American Churches. Berkeley: University of California Press, 2009. (ISBN 0520268083)
Gene Luen Yang. Boxers & Saints Boxed Set. New York: First Second, 2013. (ISBN 1596439246)
Additional Readings will be placed under “Course Materials” on the Canvas Site.
See Taylor Library's list of online book sellers for purchasing options.
Students will gain the following:
Since this class covers a lot of ground (and in a rapid manner as well), regular class attendanceis a highly encouraged. I will not take attendance since we’re all adults here. However, if you have to miss a class, it is also up to you to find someone else’s notes to catch up on what you have missed. Or, come talk to me and I will try my best to assist you.
This is a reading intensive class. Please be prepared and have completed the reading assignments by the week that is recorded on the syllabus. I am also a firm believer in class interaction and the last thing I want is to be a “talking head” in class merely regurgitating information to you. As such, I want to hear what you have to say as we engage the readings. It is my hope that you will begin to develop and improve your critical thinking skills.
Each week, one student will take turns leading discussion. These discussions include a brief introduction of the author(s), a presentation of key points from the readings (thesis, method, argument, etc.), highlight themes and issues surrounding the readings, offer comments, critiques, and suggestions, as well as provide prepare some open-ended questions that you can pose to the group for discussion (at least 3). Remember that questions with a “yes” or “no” answer do not facilitate a discussion. As the discussion leader, you are in charge of steering and moderating the class. You also have the freedom to craft your presentation however way you see fit, provided that you touch on the areas mentioned above. You will have the opportunity to sign up on Week 1 of class. Discussion leaders should also come to class with a handout that outlines the argument, key points, and themes of the book, along with your discussion questions as a guide for the class. The rest class also has a responsibility in preparing for the discussion session, since all the other students in the class will take the role of respondents. Make sure you come to class ready to offer an active and constructive contribution on the text.
The strength of the class is dependent on this reciprocal relationship. So, I cannot stress enough that the amount of learning that you will obtain from class is contingent on your participation. If you’re stuck, I am more than happy to assist you in any way if you have any questions regarding the assigned readings.
You will write a research paper on a particular topic/issue/question of your interest. The length is negotiable but it should be at least 10 to 12 pages (typed, 12-point font, and double spaced). Your research paper will investigate this topic in more depth, and relate it to aspects of the course materials. The options are limited only to your imagination, although I anticipate that you will want to write on a topic that you are really passionate about. Again, if you’re stuck, come talk ask me.
In addition, you will turn in a 2-page Proposal Paper outlining what you plan to work on for the paper. The proposal paper should outline the question/issue/problem you plan to investigate, how you plan to approach your study, and explain why it is an important topic for the overall discourse (in other words, why should people care about your paper). Proposals are due by at the beginning of Week 6. Research papers are due at the end of the quarter. Failure to meet this deadline will result in a full letter grade drop per day unless arrangements are made with me first.
The clarity and precision of your research paper are extremely important. Be sure that you have 1) a clearly stated thesis; 2) a clearly structured argument; and 3) sufficient evidence to support that argument. Having a clear and articulated thesis statement is crucial as it acts as a unifying aspect of your paper; without a clearly articulated thesis, your paper will wander and your reader will not know where your argument is going, how your evidence holds together, or why what you are saying is important. You must also pay close attention to the actual texts upon which you are writing, and use them to flesh out and “enliven” your discussion. You will most likely incorporate outside sources to supplement the readings. These are not reviews of what has been stated in the books but are your critical analysis of the readings that will then help develop your argument. Avoid general, summary-type answers, and “jargon-ny” language. This too is important. Again, pay attention to spelling and grammar.
By the end of the quarter, you will share your research findings with the class via student presentations. They can be creative (ex: using slides, images, movies, etc.) or traditional (ex: giving an oral report). This will be factored as part of your “participation” points.
Finally, I understand that the quarter system flies by really quickly. But, please make sure that you have ample time to think about your paper. Rushed and last minute papers can be detected on your final product. Avoid this. I am more than happy to help you along the research process as well as read rough drafts of your papers.
Student grades are assessed as follows:
Discussions and Reflection Papers : 10%
Class Participation : 30%
2-Page Proposal Paper : 10%
Research Paper : 50%
--------------------------------------------------------------------------
Total : 100%
Incompletes: If incompletes are allowed in this course, see the Master's Student Handbook for Policies and Procedures.
Pass/Fail: Masters students wishing to take the class pass/fail should discuss this with the instructor by the second class session.
Academic Integrity and Community Covenant: All students are expected to abide by Iliff’s statement on Academic Integrity, as published in the Masters Student Handbook, or the Joint PhD Statement on Academic Honesty, as published in the Joint PhD Student Handbook, as appropriate. All participants in this class are expected to be familiar with Iliff’s Community Covenant.
Accommodations: Iliff engages in a collaborative effort with students with disabilities to reasonably accommodate student needs. Students are encouraged to contact their assigned advisor to initiate the process of requesting accommodations. The advising center can be contacted at advising@iliff.edu or by phone at 303-765-1146.
Writing Lab: Grammar and organization are important for all written assignments. Additional help is available from the Iliff Writing Lab, which is available for students of any level who need help beginning an assignment, organizing thoughts, or reviewing a final draft.
Inclusive Language: It is expected that all course participants will use inclusive language in speaking and writing, and will use terms that do not create barriers to classroom community.
| Date | Day | Details |