This study argues that there is a tradition, arising from a ‘Jewish milieu’, based around the exegesis of select biblical passages, indicating that the messiah bears the Divine Name. This tradition appears to predate the Christian movement, and is referenced also in rabbinic literature. In the first section we highlight a tradition regarding the…[Read more]

Paper delivered at the University of Pennsylvania to the graduate students in religious studies on May 6, 2016

Paper delivered at Cornell University, March 7, 2013 to the Department of Near Eastern Studies.

Review of Stefan Krmnicek, Jérémie Chameroy, Money matters: coin finds and ancient coin use. Bonn: Habelt Verlag, 2019. Pp. vi, 272. ISBN9783774941755 €69,00.

Ages of patriarchs in Genesis 5 and 11 are usually interpreted as literal, symbolic or fictional. We suggest alternative interpretation of literal one. In Genesis 5 not only age of patriarch is abnormally long but also the ratio of maximal age to minimal begetting age is unrealistic from common human experience (the ratio is approximately 15).…[Read more]

Ages of patriarchs in Genesis 5 and 11 are usually interpreted as literal, symbolic or fictional. We suggest alternative interpretation of literal one. In Genesis 5 not only age of patriarch is abnormally long but also the ratio of maximal age to minimal begetting age is unrealistic from common human experience (the ratio is approximately 15).…[Read more]

This article explores the way assumptions about gender prevalent in twenty-first century readers impact our understanding of Sarai. It interrogates the way a mere glimpse allows us to instantaneously assign a person gender, something trans theorist Julia Serano calls gendering. Through this article, we see how the third-party accounts of Sarai in…[Read more]

This article explores the way assumptions about gender prevalent in twenty-first century readers impact our understanding of Sarai. It interrogates the way a mere glimpse allows us to instantaneously assign a person gender, something trans theorist Julia Serano calls gendering. Through this article, we see how the third-party accounts of Sarai in…[Read more]

Efficient activism in the classroom and beyond is contingent upon the ability to identify and understand ideological principles, to express opposition to injustice, to challenge and de-centre authority and privilege, and to redistribute power to those without. Moreover, it requires collective and collaborative action. This article is a case study…[Read more]

Recent work in biblical studies has given increased attention to a reading of Jesus as a victim of sexual abuse. This article explores how the stripping of Jesus might be understood as an example of abuse ‘hidden in plain sight’. Most students are initially surprised or doubtful when it is suggested that Jesus is a victim of sexual violence. How…[Read more]

This article discusses the ways in which my Introduction to the New Testament class at the University of Tennessee engages with and offers students tools for understanding and participating in social activism, particularly around race, ethnicity, gender identity, sexuality, and class. In recent years I have added new readings and class projects to…[Read more]

Biblical studies in the School of Religion, Philosophy, and Classics at the University of KwaZulu-Natal in South Africa has been partially constituted by the community-based activism of the Ujamaa Centre for Community Development and Research over a period of more than thirty years. This essay reflects on a particular series of contrapuntal…[Read more]

What is the relationship between the Hebrew Bible/Old Testament and the New Testament, where does Jesus fit in, and why do these questions even matter? In the context of the biblical studies classroom for Christian ministerial training, being able to answer these questions is an essential part of effective and responsible biblical interpretation…[Read more]

Together we seek to model the redemptive, liberatory, activist, feminist approach to collaborative working to which both authors are committed as teachers, students, rabbis and activists. In our rabbinic chain of tradition (more particularly through other female rabbis) we explore, through the lenses of student and teacher, the 5-year rabbinic…[Read more]

This article serves as an injunction for queer biblical studies to be reclaimed and mobilised as activist practice. First, I discuss the application and activist potential of queer theory – in and beyond the academy. To address concerns around queer elitism, I argue how rupturing the binary between theory and practice recharges the accessibility a…[Read more]

After an arrest was made in the Pittsburgh Synagogue shooting (27 October 2018), it came to light that the shooter’s social media page was emblazoned with a citation from John’s Gospel 8:44 and a rough paraphrase of what the shooter thought it meant: “Jews are the children of Satan”. In the days that followed the shooting, educators scrambl…[Read more]

This article argues that ecological hermeneutics, when taught in the biblical studies classroom, needs to draw on its roots in environmental activism. It recommends prioritising the urgency of the contemporary crisis alongside activist ways to respond to it over the teaching of the history and methodology of this approach. Singling out two topics,…[Read more]

This article argues for the disabled body as a site of resistance and for the biblical studies classroom as one venue to mobile towards world-changing activism. After reviewing a range of models from disability studies (the medical, social/minority, religious and political/relational models) this article advocates for what the authors call…[Read more]

Courses on the Bible, gender, and sexuality offer many opportunities to promote social justice in the classroom. Instead of emphasizing course content, this article focuses on practical strategies and tactics that incorporate social justice into the everyday teaching of these courses. Drawing on feminist, queer, and affect theory, as well as…[Read more]

This paper discusses my activities in the classroom and beyond to address African contexts of the HIV and AIDS crisis. Alongside an account of my strategies, encounters and journeys, I discuss the activist Gugu Dlamini and Mmutle, a trickster of African folklore. Both act as inspirations for the role of change agent.