Abstract
Like higher education as a whole, theological education constitutes a dislocated form of learning, particularly for those who exist beyond the boundaries of euro-normative Christianity. For students who are preparing for religious leadership and ministry, theological field education can be a particularly fraught curricular requirement because it possesses the potential to further dislocate within formational processes. The purpose of this essay is to interrogate these dynamics toward an ethical relocating of the “field” as an embedded, or in situ, experience for students through an attentiveness to lo cotidiano and a practice of critical intersubjectivity.
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