Abstract
The preaching classroom is a place of exploration, interrogation, and reflection. For Black preaching women, it is also a place for deep introspection and wrestling with questions of self-identity, religious authority, and theological (un)certainty. In this essay I show how womanist pedagogy functions to intervene and disrupt harmful assumptions in the preaching classroom, such as who can preach, who should preach, and how preachers engage with Scripture. Using Black women preaching students as sources for reflection, I explore political clarity, risk taking, teaching with tenderness, active listening, and instructional agility, to aid womanist-informed pedagogues in attending to the range of perspectives that emerge for preaching instructors. I assert that attending to who is in the room is at the heart of womanist pedagogy.
First Page
58
Last Page
66
Recommended Citation
Buggs, Courtney. "Womanist Pedagogy and Teaching Preaching: Black Women Preachers as Sources for Pedagogical Reflection." Sermon Studies 8.1 (2025) : 58-66. https://mds.marshall.edu/sermonstudies/vol8/iss1/8
