The need to train Christian missionaries was an afterthought of the Protestant missionary movement in the early nineteenth century. The Basel Missionary Training Institute (BMTI) was the first school designed solely for the purpose of preparing European missionaries for ministry in non-European lands. Pitfalls of Trained Incapacity explores the various sociological and historical factors that influenced the BMTI "community of practice" and how the outcomes affected the work of the Basel Mission in Ghana in its initial phase. It shows that the integral training of the BMTI resulted in missionary practices that lacked flexibility to adjust attitudes and behavior to the vastly different circumstances in Africa, impeded the realization of mission objectives, and hindered the emergence of an African appropriation of Christianity. By exploring educational and sociological perspectives in a precolonial context, this study reaches beyond its historical significance to raise questions of unintended effects of integral ministry training in other times and places. The natural cultural bias of groups with shared theological assumptions and social ideals--like the Basel Mission--suggests a strong propensity for trained incapacity, that is, for training processes that establish inflexible mental frameworks that are potentially detrimental to intercultural engagement.

ERT publishes quality articles and book reviews from around the world (both original and reprinted) from an evangelical perspective, reflecting global evangelical scholarship for the purpose of discerning the obedience of faith, and of relevance and importance to its international readership of theologians, educators, church leaders, missionaries, administrators and students. The journal is published as a ministry rather than as a commercial project, seeking to be of service to the worldwide spread of the gospel and the building up of the church and its leadership, in co-ordination with the World Evangelical Alliance's broader mission and activities.

The systems that make up the accountability package in education: standards, assessments, and the quality determination for a school, have each entered the educational field under the explicit assumption by their creators that they would drive educator behavior in a positive way. But what if that isn’t actually the case? What if each of the components was actually designed for another purpose entirely and now is tasked with a role that was never considered in its design? If that is the case those who put the systems in place risk expecting a result that the system was never designed to produce. That is exactly where we find ourselves today. In education the misalignment between what the systems were designed to do and the intent of those who selected them is masked in the sheer complexity of the educational exercise. What this book does so marvelously is unravel that complexity and present the contradictions in a clear, coherent manner. Understanding these contradictions is the first step towards actual improvement.

Tim Hartman's Theology after Colonization uses a comparative approach to examine two theologians, one from Europe and one from Africa, to gain insight into our contemporary theological situation. Hartman examines how the loss of cultural hegemony through rising pluralism and secularization has undermined the interconnection of the Christian faith with political power and how globalization undermined the expansive (and expanding) mindset of colonialization. Hartman engages Swiss-German theologian Karl Barth (1886–1968), whose work responded to the challenges of Christendom and the increasing secularization of Europe by articulating an early post-Christendom theology based on God's self-revelation in Jesus Christ, not on official institutional structures (including the church) or societal consensus. In a similar way, Ghanaian theologian Kwame Bediako (1945–2008) offered a post-colonial theology. He wrote from the perspective of the global South while the Christian faith was growing exponentially following the departure of Western missionaries from Africa. For Bediako, the infinite translatability of the gospel of Jesus Christ leads to the renewal of Christianity as a non-Western religion, not a product of colonialization. Many Western theologies find themselves unable to respond to increasing secularization and intensifying globalization because they are based on the very assumptions of uniformity and parochialism (sometimes called "orthodoxy") that are being challenged. Hartman claims Bediako and Barth can serve as helpful guides for contemporary theological reflection as the consensus surrounding this theological complex disintegrates further. Collectively, their work points the way toward contemporary theological reflection that is Christological, contextual, cultural, constructive, and collaborative. As one of the first books to examine the work of Bediako, this study will interest students and scholars of Christian theology, African studies, and postcolonial studies.

From Cognitive Teaching to Connected Learning Given the landscape of global Christianity and the variety of approaches to theological and missiological training today, how do we equip the global church for the mission of God? Should mission organizations or sending churches conduct their own in-house training? What is the role of Bible colleges and seminaries in equipping for mission today? What about informal approaches to theological and ministry training? Equipping for Global Mission offers insights from seasoned scholars and practitioners. Beginning with theological convictions and practical reflections, our authors make a case for what equipping for mission could look like in the present global church. Case studies from India, China, North America, and Britain further challenge the reader to reflect on this critical issue. The full scope of educating for mission is far too broad of a task for any single organization. This is why the contributors serve the church so well—by enlarging a much-needed conversation. This book is a clarion call to all who care about missions and the global church. Join world leaders in reshaping missions education today by using the practical and strategic wisdom in these pages.

Aesthetic Practices in African Tourism explores "Rastahood", a community, youth culture, and new tourist art form created by young men on the margins of the Ghanaian economy as they came of age at the turn of the millennium. This book focuses on art, music, and affective experience created within tourism contexts, which enabled young men without educational or class capital to achieve mobility through work with foreigners, transforming the temporal horizon by expanding the geographic one. It traces the path that led young men down the path to Rastahood and investigates how they created an art form in, and of, a particular place and then used it to propel themselves far beyond its confines. The book ends with a leap forward into the present, out of Ghana, and beyond Rastahood, as men, now in middle age, look back upon the path that Rastahood created. It explores the social effects of neoliberal capitalism, specifically the rise of neoliberal subjectivities, collectivities, and socialities. The book will be of interest to researchers in the fields of anthropology, cultural studies, tourism, art, African and Africana Studies, popular culture; gender studies; migration; youth studies and those interested in African cities.