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ABSTRACT This 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 “follows God in building toward life” and “opens the joy of not knowing inside the joy of learning together”.
Richard W. Voelz (Sun,) studied this question.