Abstract This article explores inclusive and ableism-critical perspectives in homiletics and religious education by analyzing the method of Bibliolog. While worship services and religious instruction often claim to be inclusive spaces, their practices and traditions remain shaped by ableist assumptions. The Bibliolog offers significant potential for inclusive learning processes, empowering diverse contributions beyond cognitive or denominational boundaries. At the same time, it risks reproducing ableist stereotypes, especially in relation to biblical healing stories and normative expectations of the leader’s body. The study highlights criteria for adapting the method in ways that promote participation and foster a theology and pedagogy that critically reflect on ableist traditions while valuing diverse perspectives.
Drube et al. (Sun,) studied this question.
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