Graham McGeoch has worked in Africa, Europe and Latin America. He has taught theology and religious studies at Faculdade Unida de Vitoria in Brazil; collaborated with UNIperiferias, a civil society university based in the favela Maré, Rio de Janeiro; and develops liberation and contextual theologies with the Council for World Mission. He is currently Mission Secretary - Discipleship & Dialogue at the Council for World Mission.Carmen Lansdowne is a minister of the United Church of Canada who until recently served as their 44th moderator and the first Indigenous woman to lead a Canadian religious denomination. She holds a PhD from Graduate Theological Union in Berkeley, California. Committed to promote a flourishing world for all who live in it, Carmen has recently started as assistant professor of United Church of Canada Studies at Emmanuel College of Victoria University in the University of Toronto. Previously, Carmen served several non-profit and social profit organizations in leadership positions. Stephan de Beer is director of the Centre for Faith and Community and professor of Practical Theology at the University of Pretoria. He holds a doctorate in Practical Theology and a doctorate in urban planning. As an urbanist-theologian, he is committed to explore faith and theology in the African city, with a specific interest in liberative urban pedagogies, and issues of homelessness, housing and spatial justice. He has published widely and serves on the executive of the Global Network of Public Theology.

• Introduction: Liberating educationStephan de Beer & Carmen LansdownePART 1: INDIGENOUS RETRIEVALS1 Indigenous Retrievals: Pedagogical Transformation Through Palestinian-Indigenous Theological DialogueShadia Qubti, with response from Sarojini Nadar2 Educating for Liberation for All in Unprecedented TimesCarmen Lansdowne, with response from Jenny Te Paa3 Atepzüng as Nurturing, Liberating and Cultivating Holistic Education: An Ao-Naga PerspectiveBendanglemla Longkumer, with response from Wati LongcharPART 2: DECOLONIAL INTERVENTIONS4 Decolonial theological interventions: Historical and contemporary experiments in pedagogies of/for liberationThandi Gamedze, with response from Lilian Siwila5 The Geist in the Machine: Theological education, colonial spirits and liberating breathLuke Larner, with response from Marianne MoyaertPART 3: PRAXIS-BASED DISRUPTIONS6 Refloretestamente: An Ecofeminist Educational Praxis for Education and Environmental JusticeCarla Coutinho, with response from Claudio Carvalhaes7 Pathways to Emancipatory Praxis: A Study on Dalit Mennonite Christians’ Journey towards liberation through religious educationHannah Grace Injamuri, with response from John Sunder BoopalanPART 4: PLAYFUL LIBERATIONS8 Walking in evil: Capoeira as a pedagogy for interreligious liberationErin Shea Martin, with response from Joel Aguilar Ramirez9 A child will lead us: Exploring childhood and theological education through simplicity and playfulnessShantelle Weber, with response from Graham AdamsPART 5: ECONOMIES OF SOLIDARITY10 Transformational learning in context: Experiential and embodied pedagogy in the online theological classroomSheryl Johnson, with response from James Perkinson11 Solidarity Circles and the “Over-Resourced, Under-Connected” ProblemMadeleine Lewis, with response from Danny Pilario12 Liberating theological education through the emancipatory pedagogies and economic solidarities of social movements in South AfricaStephan de Beer, with response from Japhet NdhlovuConclusionCarmen Lansdowne & Stephan de Beer