Redemptive masculinities Ujamaa Centre A series of Contextual Bible Studies

Mark 5: Listen to the scripture carefully; what is this passage about? 2. Who are the characters and what do we know about them? 3. What do the two main women characters have in common, both from the text? from the text? and from their 1 st century context? and from their 1 st century context?

4. What characterises the fatherhood of Jairus and Jesus? 5. What characterises the masculinity of Jairus and Jesus, both from the text? from the text? and from their 1 st century context? and from their 1 st century context? 6. What are the dominant characteristics of fatherhood and masculinity in our context? 7. What redemptive aspects of fatherhood and masculinity can we draw from our cultures and the scriptures? 8. How will you work for the recovery of redemptive fatherhood and masculinity in your church?

Reflection 1. Listen to the scripture carefully; what is this passage about? 2. Who are the characters and what do we know about them? 3. What do the two women characters have in common? 4. What characterises the fatherhood of Jairus and Jesus? 5. What characterises the masculinity of Jairus and Jesus? 6. What are the dominant characteristics of fatherhood and masculinity in our context? 7. What redemptive elements of fatherhood and masculinity can we draw from our cultures and the scriptures? 8. How will you work for the recovery of redemptive fatherhood and masculinity in your church? Community consciousness Textual/critical consciousness Focus on text Focus behind the text Community consciousness Contextual Bible study begins and ends with community consciousness, including an action plan

Matthew 20: What is the text about? 2. What does the mother of the sons of Zebedee want for her sons from Jesus? 3. How does Jesus respond to this request? 4. What do the two blind men want from Jesus? 5. How does Jesus respond to this request? 6. What different kinds of masculinity are reflected in these two different requests? 7. Which of these forms of masculinity is the most dominant in your context? 8. What is the role of mother’s in shaping the masculinity of their sons in your context? 9. What will you do to change the dominant forms of masculinity in your context?

2 Samuel 13:1-22 Question 1: Have you heard this text read publicly … on a Sunday? Question 2: Who are the characters and what do we know about each of them? Question 3: What is the role of each of the male characters in the rape of Tamar?

Question 4: How would you characterise Amnon’s masculinity in this text? Consider: What prevents Amnon initially from acting on his desire/lust for Tamar (v2)? What prevents Amnon initially from acting on his desire/lust for Tamar (v2)? What is it then that enables him to act on his desire/lust (v4-6)? What is it then that enables him to act on his desire/lust (v4-6)? How does he react to Tamar’s arguments (v14)? How does he react to Tamar’s arguments (v14)? How does he behave after he has raped Tamar (v15-17)? How does he behave after he has raped Tamar (v15-17)?

Question 5: What does Tamar’ s response to Amnon’s assault tell us about her understanding of masculinity? Consider: What does she say (v12-13,16), and what do each of the things she says tell us about her understanding of what it means to be a man? What does she say (v12-13,16), and what do each of the things she says tell us about her understanding of what it means to be a man? What does she do (v19), and what do each of things she does tell us about her understanding of what it means to be a man? What does she do (v19), and what do each of things she does tell us about her understanding of what it means to be a man?

Question 6: What are the dominant forms of masculinity in our contexts (in each age group), and what alternative forms of masculinity can we draw on from our cultural and religious traditions? Question 7: How can we raise the issue of masculinity in our various gender and age- groups? Action plan 1: an immediate plan of action for your context Action plan 1: an immediate plan of action for your context Action plan 2: a more long-termed action plan Action plan 2: a more long-termed action plan Action plan 3: a ‘dream’ action plan Action plan 3: a ‘dream’ action plan

The CBS ‘Sandwich’ Contextual Bible Study Begins with the Reality, experience and resources of the community … … and ends with the Reality, experience and resources of the community. In-between We re-read the Bible, Slowly, carefully and closely Using the resources of biblical scholarship Bread Meat/jam Bread SEE JUDGE ACT

1. Have you heard this text read publicly … on a Sunday? 2. Who are the characters and what do we know about each of them? 3. What is the role of each of the male characters in the rape of Tamar? 4. How would you characterise Amnon’s masculinity? 5. What does Tamar say to Amnon when he assaults her? 6. What does Tamar’s response indicate about her understanding of masculinity? 7. What are the dominant forms of masculinity in our contexts (in each age group), and what alternative forms of masculinity can we draw on from our cultural and religious traditions? 8. How can we raise the issue of masculinity in our various gender and age-groups? Community consciousness Critical consciousness Community consciousness

3 kinds of critical consciousness

1. Have you heard this text read publicly … on a Sunday? 2. Who are the characters and what do we know about each of them? 3. What is the role of each of the male characters in the rape of Tamar? 4. How would you characterise Amnon’s masculinity? 5. What does Tamar say to Amnon when he assaults her? 6. What does Tamar’s response indicate about her understanding of masculinity? 7. What are the dominant forms of masculinity in our contexts (in each age group), and what alternative forms of masculinity can we draw on from our cultural and religious traditions? 8. How can we raise the issue of masculinity in our various gender and age-groups? 1 In front of the text 2 On the text 3 On the text and behind the text 4 In front of the text

Contributions of biblical scholarship Enables the reading of unfamiliar texts eg. 2 Samuel 13:1-22 and Job 3 eg. 2 Samuel 13:1-22 and Job 3 Enables the reading of larger literary units eg. Job, the Joseph Story (Genesis 37-50) eg. Job, the Joseph Story (Genesis 37-50) Enables familiar texts to be read in unfamiliar ways egs. Mark 12:41-44 and Matthew 6:9-13 egs. Mark 12:41-44 and Matthew 6:9-13 Biblical scholarship provides a structured and systematic (ie. critical) reading of specific biblical texts and, indeed, the whole Bible

Local community resources Local communities already have a range of interpretive resources Among their resources are forms of spirituality, the sacredness of the Bible, and a love for the Bible Their music, stories, and art are also resources Eg. Art by a South African Trevor Makhoba Eg. Art by a South African Trevor Makhoba Eg. Music by Jah Cure Eg. Music by Jah Cure

Conclude with action Formulate an action plan The action plan must be owned by the community An action plan has three levels 1. an immediate and implementation course of action 1. an immediate and implementation course of action 2. a plan of action that requires some time and resources to implement 2. a plan of action that requires some time and resources to implement 3. a dream of an action that will require extensive resources 3. a dream of an action that will require extensive resources