This book analyzes the theological method of liberation theologian Enrique Dussel and, by comparing it with the meta-method of Bernard Lonergan, establishes a paradigm for international theological dialogue. The author suggests that Dussel’s non-reductionist understanding of liberation and Lonergan’s understanding of the subject-as-subject provide a methodological foundation for critical dialogue between Latin American and North American theologians. The methodological maturation of liberation theology rehearsed in this study suggests how the insights of Latin American theology demand the development of an indigenous form of North American theology of liberation.

Emmanuel Levinas' Conceptual Affinities with Liberation Theology analyzes Levinas' work in relation to two important liberation theologians, Gustavo Gutiérrez and Jon Sobrino, whose scholarship, like his, needs to be brought into greater contemporary debate about the subject's encounter with the other. More specifically, this book argues that for Levinas, Gutiérrez, and Sobrino, commitment to the neighbor is the necessary context for «understanding» God. They posit the human other as the possibility of the subject's subjectivity. To be human is to act with love toward one's neighbor. Thus, the author articulates the possibility of reading Levinas' philosophy as a revalidation of one of the truths of Christianity: the concern for the humanity of every human person as expressed in Christian theology in general and liberation theology in particular. In order to show the relevance of Levinas' philosophy for Christian theology in general, the author discusses three Christian scholars, Enrique Dussel, Jean-Luc Marion, and Michael Purcell. Although they challenge some aspects of Levinas' philosophy, they nevertheless see its significance for Christian theological anthropology. The discussion concludes by proposing Levinas' philosophy and liberation theology's turn to the neighbor as significant for addressing contemporary socio-political and ethnic conflicts in sub-Saharan Africa.

How far are the real lives of millions of poor women really catered for in liberation and feminist theologies? Vuola argues here that traditional liberation theology's notion of praxis (as in L .Boff and E. Dussel) is limited by its essentialist notion of 'poor' and its neglect of the issue of poor women's reproductive rights. Classical feminist theologies, on the other hand, are fraught with their own essentialist notions ('women's experience'). Both discourses are inadequate to deal with poor women's suffering: widespread maternal mortality, high rates of botched, illegal abortions, and an overall lack of reproductive rights. As a response to this lack, Vuola nurtures a form of Latin American feminist liberation theology that addresses directly the suffering and death of these millions of women.

This book is a printed edition of the Special Issue "Transforming Encounters and Critical Reflection: African Thought, Critical Theory, and Liberation Theology in Dialogue" that was published in Religions

Postdigital Dialogues on Critical Pedagogy, Liberation Theology and Information Technology presents a series of dialogues between Peter McLaren, a founding figure of critical pedagogy, and Petar Jandric, a transdisciplinary scholar working at the intersections between critical pedagogy and information technology. The authors debate the postdigital condition, its wide social impacts, and its relationship to critical pedagogy and liberation theology, as part of a transdisciplinary effort to develop a new postdigital revolutionary consciousness in the service of humanity. Throughout the dialogues we see how McLaren's thinking on critical pedagogy and liberation theology have developed since the publication of Pedagogy of Insurrection, and how these developments play out in Jandric's theory of the postdigital condition. The book includes a foreword by Peter Hudis and an afterword by Michael A. Peters.

This work proposes a theological investigation of the community of the Church as outlined by liberation theology and a possible conversation with liberation from suffering in Tibetan Buddhism. What unites both is the human process of sublimation for others, whereby liberation theologians as well as enlightened lamas give the best of themselves for the liberation of others. At this stage of discussions between inclusivists and exclusivists this work proposes that dialogue with world religions and therefore with Buddhism is not about finding possible dogmatic similarities but a common place, a common purpose through a common humanity.

The authors of this volume collectively demonstrate the importance of critical service-learning in this historic moment as we participate in, and witness ongoing struggles for justice around the world. The contributors of this volume offer guidance to educators and scholars alike who are interested in designing, participating in, and studying the potential of alliances formed through critical service-learning. The volume emphasizes theoretical and historical foundations of critical service-learning, pressing questions facing the field, exploration of outcomes of, and ongoing challenges for the pedagogy, and design features and larger scale models of critical service-learning that can be implemented across the educational landscape of elementary, secondary, and higher education. ENDORSEMENTS: "This volume in the Advances in Service-Learning Research series does not disappoint. Emily Nemeth and Ashley Patterson have amassed an amazing team of authors who take readers on a rewarding journey across diverse cultural communities and educational contexts, revealing the limitations of traditional service-learning approaches in addressing issues of racial injustice. Readers of this volume will gain a greater understanding of the rapidly evolving and maturing nature of higher education service-learning pedagogy and the need to adopt more critical perspectives in the study and practice of service-learning." — Andrew Furco, University of Minnesota "Pursuit of Liberation, conceived and written during tumultuous times in the United States, offers hope for the possibility of social justice and liberation in educational spaces. The modern-day brutal lynching of George Floyd, an African American man by a white police officer, and the COVID-19 pandemic revealed the horridness and inhumanity of a country that advertises itself as a beacon of equity and inclusion. This volume is a reminder that social justice and liberation require vigilance. The editors, Professors Nemeth and Patterson, persuade us to understand that the work of inclusion and liberation in education is complex, multidisciplinary, continuous, and iterative. Most importantly, they convincingly assert that communities and educational institutions need to take bold steps toward a more just, hopeful, and loving world through critical service learning." — Shirley Mthethwa-Sommers, University of Mpumalanga

This book counters postmodernist critiques of liberation discourses by drawing on the contributions to hermeneutics made by Paul Ricoeur and Jürgen Habermas. Ultimately, its defense of liberation discourses relies on the concept of transculturation as developed by Fernando Ortiz. A Study of Liberation Discourse extends this concept in the light of contributions to the theory of ideology by such authors as Valentin Volosinov, Michel Pecheux, Terry Eagleton, and Norman Fairclough.

The book is about the educational and philosophical thought of Paulo Freire who was a Brazilian educationist and social reformer. The book is divided into seven chapters. A brief description of each chapter is mentioned here. Chapter one deals with the need, importance, objectives, methodology of the study and a brief introduction of Paulo Freire. Chapter two is related with contemporary situation of Freire. Chapter three is devoted to educational philosophy of Freire. Chapter four comprises Freire’s contribution to educational theory. Chapter five explains about the importance of conscientization in social change. Chapter six analyses the relevance of conscientization in present scenario with the help of expert opinion. The last chapter is devoted to conclusions, limitations and suggestions for the further researches. The researcher provided conclusion of thesis on account of objectives of the study that are based on the views expressed by experts. The researcher concluded that thought and teaching methodology of Paulo Freire is still relevant in present educational situation.