Street Culture, the Poor, Urban Ministry

STREET CULTURE, THE POOR, URBAN MINISTRY

CM601: Syllabus BETHEL SEMINARY Professor Mark G. Harden

SCHEDULE: Mondays 5:30 pm – 10:00 pm Five Weekly Sessions Mod W: June 14, 21, 28 and July 12, 19

Summer Term 2010

OFFICE HOURS: Mondays: 2 p.m. – 5 p.m. (by appointment) Office phone: 651-638-6172; Email: [email protected]

DESCRIPTION OF COURSE: This course will explore the current problems of urban society and the challenges these urban realities present to churches. A review of past and present responses to urban society will be considered with a view toward developing strategies for the present and future. Students will gain practical experience that is appropriate for urban ministry as well as increase their understanding of urban life and street culture. The course is intended for all interested in formulating a theology of ministry and not solely for those interested in urban ministry.

This is a course about Street or Survival Culture, the Poor, and the awareness, knowledge and skills required to develop an effective Urban Ministry. Students will be able to understand urban life and urban survival culture, and how to have greater impact working with the urban poor. After completing the course, the outgrowth benefits of the course experience should include the following. o A theological perspective that can inform urban ministry initiatives o Leadership readiness for urban ministry development o Identified strategies for developing successful ministries o Knowledge and skills for developing interpersonal level strategies o Increased ability to create a culture of acceptance for welcoming and nurturing the poor in a ministry context

LEARNER OUTCOMES: Upon completion of this course participants will be able to: 1. Demonstrate an understanding of urban culture and life as it is seen from the perspective of the disadvantaged and marginalized. 2. Develop ministry activities that promote evangelism and a life of faith for an urban audience. 3. Articulate a practical theology of ministry that reflects the realities of a church striving to achieve its mission in an urban context.

1 REQUIRED READINGS: Anderson, Elijah. 1999. Code of the street: Decency, violence, and the moral Life of the inner- city. New York: W. W. Norton and Company. ISBN 0393320782. Lareau, A. 2003. Unequal childhoods: Class, race, and family life. Los Angeles, CA: University of California Press. ISBN 0520239504. Watkins, D. R. 1994. Christian social ministry: An introduction. Nashville, TN: Broadman and Holman. ISBN 0805410732.

RECOMMENDED READINGS: Blomberg, C. L. 1999. Neither Poverty nor riches: A biblical theology of possessions. Carson, D. A., Series Editor. NSBT. Downers Grove, IL: InterVarsity Press. McKnight, J. 1995. The careless society: Community and its counterfeits. New York: Basic Books. Shipler, David K. 2004. The working poor: Invisible in America. New York: Alfred A. Knopf.

COURSE PAPERS: Matthew 25: Critical Reflection Papers – Third Session of Class (June 28th) You must write a 2- to 3-page reflection paper based upon experiential learning as participant observers in one ministry situation of your choosing. The scenario should be based upon a literal opportunity as mentioned in Matthew 25: 31-45. In other words, you must literately serve the “poor” and learn via reflection. You must write a critical reflection paper of the experience as participant observers. This means that you must engage in a ministry of feeding the hungry, providing a drink for the thirsty, visiting someone incarcerated, or visiting the sick stranger.

You must locate an agency, church, or outreach event where you can participate as a volunteer to complete this assignment. The individual(s) you meet must be stranger(s) to you. This includes describing facts about the event, making a critical self-assessment of your first perception, indicating what you have learned (i.e., externalize for the reader what you have reflected upon), and describe the relevance of the insight for future ministry. You may perform biblical interpretations as a part of the process, but the emphasis is on allegorical usage of theological themes and biblical images for reflection purposes. Do not proof text into the Scriptures.

A Critical Book Review: A Social Ministry Perspective: Due July 12th Write a 5- to 7-page critical review paper based on sections in the Watkins’ text: “Christian Social Ministry” and course discussions. The critical review should indicate your assessment of the contents in relationship to in-class discussions and work. (Please read, complete, and turn in the assignment as indicated in the first three weeks of class).

2 Case Studies: An Urban Theology of Ministry – Due July 19th The application paper for the course must be based on analyses of one of two specific cases according to Anderson’s study of a typical person trying to survive in two worlds, and any one of the families in Lareau described as having a “natural growth” style of childrearing. Low-income or Middle class cases in Lareau’s book should be considered.

The application paper must include the following: (1) a description of the strengths and cultural value themes that these persons strive for that has enabled them to survive and live in the urban context; (2) a description of the significant challenges faced by these individuals where the values are indicated; and (3) a description of how specific strategies and/or skills may useful in a ministry context to empower them overcome the challenges they face in mainstream society. In other words, how can we build upon their strengths to empower them to participate and succeed in society?

You must also try to formulate an urban church theology of ministry based on a critical assessment of your home church’s readiness for urban ministry. In light of your analyses, you must assess your church’s or organization’s readiness for engaging in urban outreach ministry by doing the following: (1) describe the strengths and weakness that currently exist; (2) describe how your church can build upon its strengths and develop an environment or ministry for urban ministry to the underclass we are studying; and (3) describe what role you can play to assist your church and prepare her for urban ministry.

Overall, the paper must demonstrate that you have an understanding of the perceptions and realities typically associated with urban life based on the behaviors of the underclass in Anderson and Lareau. You must demonstrate that you have seriously thought about the challenges related to the conditions the urban poor face day-to-day, and imagine useful ways to which you can empower them. Based upon how you feel emotionally about things, you should be able to demonstrate, using a biblical interpretation, how one can be empathetic as a model Christian towards the poor.

The cases you may select from include the following:

Case Study #1 Review Anderson’s report on pages 80 through 106 about a young man named Tyree. (Examine his history, the life context, his household, and community situation. Think about what this young man should be doing with his life, in a “normal” life, as you would see it. Imagine that Tyree’s grandmother has brought him to church. She is telling you that her grandson is a good person, but he sometimes gets into trouble. Pretend that gender difference [if this is the case] is not an issue, you have done some homework about his life, and that Tyree has agreed to come out to your church for some reason at your invitation. Imagine that there are a few young people like Tyree coming to your church. What should be done for these young people?)

Case Study #2 Review Anderson’s report on pages 219 through 236 about Betty Washington, an inner-city grandmother. (Examine the grandmother’s story, the life context, household, and community situation. Put yourself in the story at the point in which Betty goes to work as a grandparent to

3 raise her grandchildren. That is, think of becoming involved at one point in time rather than across several years. However, you are aware of her history as Anderson describes it. Also, imagine that there are several grandparents in your church’s community raising their grandchildren due to absent or negligent parents. What are the needs of this group? Using Betty as an example, think about what can be done or how can you or your church intervene?)

Read Watkins chapter 8 pp. 159-177 for suggestions on what steps you might take using your best judgment. The length of the paper should be approximately 10- 12 pages.

Expected Work Quality All written work must be of the highest quality in accordance with graduate level standards of Bethel College & Seminary. Since writing skills are particularly important, it is stressed that you communicate in a clear, complete, concise, and logical manner. You must provide references and due credit to outside sources that can be verified. Please refer to the Turabian Style Manual for proper format, citation, and styles to use. Only submit your papers via the web as instructed or under special circumstances. All papers must be submitted in class or directly to the professor unless prior permission is given for an alternative submission for the assignment.

Course Grading In this course there will be several assignments that will contribute to a final grade. The categories for these assignments, class participation, and their percentage points are as follows:

 Matthew 25 Reflection Papers 20%  An Urban Theology of Ministry 40%  A Critical Book Review 30%  Class Participation 10%

Grading Scale A 95-100 C 75-77 A- 92-94 C- 72-74 B+ 88-91 D+ 68-71 B 85-87 D 65-67 B- 82-84 D- 62-64 C+ 78-81 F Below 62

Note: A final grade of “B” (85-87) is reflective of an average demonstrated level of quality graduate studies. A final grade of “C” (75-77) is reflective of a below average demonstrated quality level for graduate studies.

4 WEEK TOPIC READINGS 1 Biblical Foundations for Studying the Poor Chapters 3 in Watkins (pp.45-71)

 Christian Perspectives: the Poor & Poverty Read first half of Lareau’s Book  Biblical Value-based Descriptions  Principles for Understanding the Poor (lessons, attitudes, and motivations)

Urban Realities  Assessing Unhealthy Conditions vs. People  Principle Elements of Poverty

2 Urban Cultural Patterns and Values Chapters 4 and 5 in Watkins (pp.  Cultural Dimensions 72-113)  Cultural Themes, Values and Behaviors  DVD Video Finish reading Lareau’s Book Start reading Anderson’s Book

3 Interpretations of Family Life for Urban Ministry

 Childrearing and Family Lifestyles Chapters 6 and 7 in Watkins (pp.  Urban Culture as SQ 114 -158).  Best Practices in Context Finish reading Anderson’s Book Matthew 25, Critical Reflection paper due.

4 Urban Ministry Development Chapters 1 and 2 (pp. 1-44), and  Relational Ministry Model & Assumptions in Watkins’ book.  Common Strategies and Best Practices  Urban Discipleship

5 Street Culture: The Good, Bad, and Ugly Chapter 8 (pp. 159-177) in Watkins’ book  DVD Video: Gangs and Street Culture  The Nature of Street Gangs Case Studies Paper due: July th  Review /Q& A 19

5 CourseAssignments Grading Criteria Anticipated Sources Weight Matthew 25: Critical Reflection Papers Identifies a situation for the assignment. Provides Field visit 20 – Third Session of Class (June 28th) evidence of engagement with the subject from the Reflections perspective of a servant. Provides reflective and critical contents related to task as ministry. Includes discussion about how the experience has had a personal impact or provided insight about compassion work in general. A Critical Book Review: A Social These questions are answer satisfactorily. Critical Watkin’s Text 30 Ministry Perspective (answer these though is expressed from a critical stance on the Lareau Text questions) issues. Reflections on lectures from student’s point of Anderson’s Text Chapters 3 in Watkins (pp.45-71)—What view indicated. Course discussions Scriptures, biblical passages, or themes Reflections best represent your theological or ministry focus and why? Chapters 4 and 5 in Watkins (pp. 72-113) –What 4 to 5 things are you critical of and value most and why? Chapters 6 and 7 in Watkins (pp. 114 -158). What do you see as critical issues with the skills and roles outlined in the chapters and why? Chapters 1 and 2 (pp. 1-44), and in Watkins’ book. What do you see as a unique development for ministry today? Case Studies: An Urban Theology of Provides a non-deficit understanding of the situation. All course contents: Text 40 Ministry Able to interpret the situation and identify the issues. used, lectures, theological Able to identify the strengths and weaknesses understanding, and involved in addressing the issues. Able to identify discussions mainstream and/or survival intelligence values discussed in the course. Demonstrates the ability to integrate best practices into a pastoral response for the cases. Can identify the appropriate theological and material resources for an intervention.

6 Academic Course Policies Revised 4/13/2010 (Please see catalog for full range of requirements.) 1. Academic Integrity (88-9): “Written material submitted must be the original work of the student. Academic dishonesty constitutes a serious violation of scholarship standards at Bethel and can result in denial of credit and possible dismissal from the school. Any act that involves misrepresentation regarding the student’s academic work is forbidden. Academic dishonesty includes cheating on assignments or exams, plagiarism, fabrication of research, multiple submissions of work in different courses, misrepresentation of academic records, the facilitation of academic dishonesty, and depriving others of necessary academic resources.” 2. Course Papers (90):  “All assigned course and term papers in all degree programs (with the exception of those in Marriage and Family Studies) are to be submitted in thesis form in conformity with the most recent edition of Kate Turabian’s A Manual for Writers…Students submitting papers in the Marriage and Family Studies and Marital and Family Therapy programs should follow the requirements of the most recent edition of The Publication Manual of the America Psychological Association.”  “In addition, students are expected to use inclusive language.” 3. Grades (91): “Grades will be assigned using the full range of letter grades (A-F), representing the following levels of performance: A Excellent work submitted; evidence of outstanding ability to synthesize and use course knowledge; consistent evidence of creativity and originality; insightful contributions in class; consistent demonstration of integrative and critical thinking skills; regular class attendance; and respectful interaction. B Good work submitted; evidence of substantial ability to analyze and use course knowledge; evidence of creativity and originality; thoughtful contributions in class; demonstration of integrative and critical thinking skills; regular class attendance; and respectful interaction. C Acceptable work submitted; evidence of adequate ability to analyze and use course knowledge; appropriate contributions in class; attempts at integration and critique; regular class attendance; and respectful interaction. D Poor work submitted; little evidence of ability to analyze and use course knowledge; inconsistent evidence of mastery of course content; few contributions in class; no attempts at integration and critique; inconsistent class attendance; and respectful interaction. F Inadequate work submitted; insufficient evidence of ability to analyze and use course knowledge; inappropriate and/or disrespectful contributions in class; poor class attendance; or failure to complete course requirements.” 4. Incomplete Course Work (92): “Students are expected to submit all work by the dates set by the course instructors and complete all course requirements on or before the last day of the quarter. The grade ‘Incomplete’ is temporary and will be granted only in unusual circumstances (such as serious illness or critical emergencies) and will not be considered for a student who is simply behind in the assignments.” 5. Harassment Policies (93): “Bethel Seminary is committed to providing a Christ-centered community where students, faculty, and staff can work together in an atmosphere free from all forms of harassment, exploitation, or intimidation, including racial and sexual harassment. All members of the Bethel community are expected to educate themselves about sexual and racial harassment.” 6. Course Evaluations: “Student course assessments are an important part of course development and enhancement. Student feedback is used by professors to modify courses and teaching approaches and is included in decisions on promotion and tenure for professors. In order to recognize the value of your input and to encourage you to provide that input, your completion of the course assessment electronically at the end of the course will be included as a factor in your final course grade. See your course syllabus for how this will be calculated.” Full-time residential faculty’s core courses are evaluated every-other term. For a listing of courses evaluated for the current term, please go to: https://bethelnet.bethel.edu/ureg/bssp/eval_index 7. Accessibility: Please contact the instructor as soon as possible if disability-related accommodations are needed. Accommodations for students with documented disabilities are set up through the office of Disability Services. Contact Kathy McGillivray, director of Disability Services, at (651) 635-8759. Drops/Withdrawals: If you are dropping or withdrawing from a course, it is important to establish your last day of attendance. Please notify the registrar’s office and contact your instructor of your intent to drop or withdraw from a course. Students carrying financial aid, please contact the financial aid office prior to dropping or withdrawing from the course in order to be informed of the consequences of this action on financial aid. If you are in a course that uses

7 distance education delivery (e.g. Blackboard), be sure to sign on to your Blackboard course prior to withdrawing in order to establish the last day of attendance in your course.