Abstract
ABSTRACTThis article considers how the practice of “ungrading” in the homiletics classroom can function not merely as a pedagogical technique, but as a theo‐ethical practice. Grounding ungrading in theological ethics in addition to critical pedagogical theory can lead us toward a pedagogical practice that builds anti‐racist and decolonial spaces in theological education. Drawing on Willie James Jennings' After Whiteness and Keri Day's Notes of a Native Daughter, the article seeks to name how ungrading in the homiletics classroom can operate as a small measure by which we might move theological education into that which “follow[s] God in building toward life” and “opens the joy of not knowing inside the joy of learning together”.
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