The thesis that Caribbean Theology is Public Theology is an articulation of the praxis of seeking to build a just and responsible society. It surveys the historical and contemporary context of the Caribbean and defines its struggle against inequality and the distortion of identity. This history of the Caribbean is a history of the resistance by the people of the Caribbean against inequality and notions of their inferiority. Caribbean Theology is founded on this emancipatory imagination of the people and this spirit of resistance. The liberation biblical hermeneutic reading strategy of Caribbean Theology is a reader response approach which comes to the text from the world in front of the text. The Legion narrative in Mark Chapter Five is offered as an example of this reading strategy. The narrative is used as lenses to reflect upon the problem of self-mutilating violence in the Caribbean. It argues that the high incident of violence is the result of the interiorization of oppression and therefore the distortion of identity. The narrative is also an analogy of Caribbean reality in the ways in which recalcitrant forces collude in order to seek to re-entrench patterns of inequality and oppression. Caribbean Theology began as a self-conscious movement in response to the call for justice and liberation, to pursue Caribbean identity and to conscientize. It is also alert to the fact that the struggle for Caribbean selfhood contends with reactionary forces that are determined to reverse historical gains. These forces are aided and abetted by idolatry. Caribbean Theology must therefore pursue the triple tasks of exorcism, iconoclasm and holism through the congregational life and prophetic witness of the Church in the public square.

Thesis advisor: Thomas H. Groome / The mid-twentieth century upsurge in scholarship on the methodological and conceptual importance of narrative for theology - established in the work of H.R. Niebuhr, Hans Frei and Stephen Crites inter alia - was a watershed moment for narrative pedagogy in Christian religious education. By and large, narrative approaches have however tended to privilege one form of narrative embodiment - literary (or discursive narratives) - over action (or non-discursive narratives). This dissertation points to the equivocal and pluriform nature of narrativity, and its codification in much more than oral and written textuality. I extend it to refer to a distinct competency for establishing a meaningful world (or ethos) to inhabit, which congeals in varied forms of human expression including our lived narratives. Narrative competency allows us to understand ourselves as persons and communities in (synchronic) relationship with the rest of creation, as well as in (diachronic) relation with persons and communities from the past and in the anticipated future. I propose a narrative pedagogy for transformative faith based on the concept of story-making, which draws on this expanded understanding of narrativity. My story-making approach is grounded in Christian praxis that aims to establish the experiential matrix that, through the working of God's grace, invites and aids the re-storying of the learner's life. Story-making also has as its vision narrative historic praxis that incarnates in social action the understanding that human subjectivity is lived in responsible agency in the present, retrieving the memory of suffering and possibility from the past, in the hope of a more just future. This dissertation is inspired by the Caribbean heritage of survival and grace-filled possibility, but ultimately extrapolates for universal wisdom. It is sustained by a belief that Christian religious education is about forming disciples with agency for furthering the Great story of the reign of God in history and society. The creative, even poetic, enterprise of Caribbean existence is iconic of this existential challenge that remains ubiquitous for life in the modern globalized economy. / Thesis (PhD) — Boston College, 2013. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Religious Education and Pastoral Ministry.

Anyone familiar with the Rastafari movement and its connection with the Bible is struck by the prevalence of I-locution found in them both. Because the phenomenon is important in the canonical Testaments, more so the New, this study seeks to investigate its significance in certain epistolary pieces (Romans 7 :14-25 ; 15 :14-33), the bio-Narratives and the Apocalypse, in their historical and cultural milieu. The next stage of the investigation then compares the findings of the aforementioned New Testament books with corresponding statements of the Rasta community to determine their relevance for the ongoing Anglophone theological discussion. In this connection, the following questions are addressed: (1) what are the inter-textual link(s) and function(s) of the `I' statements in Romans? (2) How do they relate to similar dominical sayings? And (3) can any parallel be established between the language of Rastafari and these? In sum, the study seeks to bring into critical dialogue the permutative `I' of the NT with the self-understanding of Rastafari. / NEW TESTAMENT / DTH (NEW TESTAMENT)

Anyone familiar with the Rastafari movement and its connection with the Bible is struck by the prevalence of I-locution found in them both. Because the phenomenon is important in the canonical Testaments, more so the New, this study seeks to investigate its significance in certain epistolary pieces (Romans 7 :14-25 ; 15 :14-33), the bio-Narratives and the Apocalypse, in their historical and cultural milieu. The next stage of the investigation then compares the findings of the aforementioned New Testament books with corresponding statements of the Rasta community to determine their relevance for the ongoing Anglophone theological discussion. In this connection, the following questions are addressed: (1) what are the inter-textual link(s) and function(s) of the `I' statements in Romans? (2) How do they relate to similar dominical sayings? And (3) can any parallel be established between the language of Rastafari and these? In sum, the study seeks to bring into critical dialogue the permutative `I' of the NT with the self-understanding of Rastafari. / NEW TESTAMENT / DTH (NEW TESTAMENT)