It is often said that unfair structures and systems can be likened to a game set up for certain people to easily succeed and others to fail or do extra work to have a mere chance at success. Lockhart-Rusch builds upon this notion and turns to the jump-rope game called “Double Dutch,” in which two ropes are used, as a metaphor that both describes the problem of racism and sexism within the Christian theological academy and paves a liberative path forward. She argues that the processes and pedagogies in theological education have been a tightrope made by and for the success of White male participants and culture. When womanist understandings and playful practices are meaningfully included in theological education, another rope is added, and everyone is invited to play Double Dutch together. The game has changed into one that invites narratives, experiences, questions, and interpretations that otherwise would be ignored or deemed secondary to those of dominant culture. Playing Double Dutch is more difficult than jumping with a single rope, but the work is worth it and ultimately more lifegiving for everyone. As the author develops this metaphor throughout the book, she introduces readers to womanist scholars, African American religious educators, and other scholars who intersect that theology, race, and meaning making.
One major strength of this book is its presentation of play not merely as a break from work or a fun addition to work, but as a necessary part of theological meaning making and discernment. Furthering this understanding, each of the four sections of the book closes with a chapter that provides guidance on how to facilitate particular “womanish modes of play” within and beyond a classroom. In total, the author outlines sixteen practices, from materials and required space to directions and reflection questions. An instructor in higher education or a religious educator in a congregational context could organize these into weekly practices to foster personal reflection, transform conversation, and deepen content. Another strength is the way in which the book does the very thing it calls for. By developing a metaphor based on a game commonly played by Black girls, Lockhart-Rusch meaningfully plays with theology and offers an important and inclusive framework that helps readers of all social locations resist the temptation to separate mind and body. While the book contributes most directly to the subfield of religious education, it can be a beneficial guide to anyone who teaches within Christian educational settings.
Montague R. Williams
Point Loma Nazarene University
San Diego, California
