Doctor of Philosophy (Ph.D.)
Christian Education and Congregational Studies
Garrett-Evangelical Theological Seminary
2015
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Faculty
Faculty
Barbara A. Fears, Ph.D.
Associate Professor of Religious Education
Department/Office
- Ministry Studies, Divinity
School/College
- School of Divinity
Biography
Barbara Annette Fears, Ph.D., is Associate Professor of Religious Education at Howard University School of Divinity in Washington, D.C. where she teaches courses in the history, philosophy, and practice of ministry. Fears identifies as a womanist practical theologian, a critical race theorist (CRT), and a critical pedagogue. Her research focuses on matters of power, privilege and accountability in faith formation, praxis of faith, and curriculum development. She advises and collaborates with local churches, colleges, and colleagues to develop religious education curriculum. Recent works include a book review on Pressing Forward Faith, Culture, and African American Youth, chapters in two upcoming Judson Press publications, and a forthcoming article in Teaching Theology and Religion.
Since joining the faculty, Fears has participated twice in the Howard University Junior Faculty Summer Writing and Creative Works Academy, in the Workshop for Early Career Theological School Faculty and in the Design Thinking for Religious & Theological Educators sponsored by the Wabash Center for Teaching and Learning in Theology and Religion. She has preached sermons at ministerial conferences and presented papers at professional meetings, and has published in and reviewed papers for academic journals. In addition, Fears has received an HU Provost's Distinguished Service Award (2021) and in 2023 was recognized by Garrett-Evangelical Theological Seminary for exemplifying faithfulness, commitment, and perseverance in ministry through leadership in academic, nonprofit, and congregational settings.
Previously, Fears worked in bio-behavioral studies with Midwest Research Institute, in documentation and training with AT&T and Lucent Technologies, and in environmental, social and governance (ESG) advocacy with Wespath Investment Management formerly The General Board of Pension and Health Benefits of The United Methodist Church. She has a Master of Divinity, Master of Theological Studies in Theology and Ethics, Doctor of Philosophy in Christian Education and Congregational Studies and a Preaching Award from Garrett-Evangelical Theological Seminary. She is an Adrienne M. and Charles Shelby Rooks Fellowship recipient from and ordained clergy in the United Church of Christ, an IRB-certified human researcher, and a CPE-trained chaplain.
Education & Expertise
Education
Master of Theological Studies
Theology and Ethics
Garrett-Evangelical Theological Seminary
2006
Master of Divinity (M.Div.)
Divinity
Garrett-Evangelical Theological Seminary
2005
Bachelor of Arts
Psychology
University of Kansas
1982
Expertise
Critical Race Theory
Minister as Educator
Senior Colloquy
Spiritual Formation and Ministry Leadership
Doctor of Ministry Research and Writing
Accomplishments
Accomplishments
Annual Assessment Academy, Howard University, 2024
Design Thinking for Religious and Theological Educators, Wabash Center, 2024
Faithful 50, Garrett-Evangelical Theological Seminary, 2023
Lumen Learning Circle Evidence-Based Teaching, Howard University, 2022
Junior Faculty Writing and Creative Works Academy, Howard University, 2018 and 2021
Provost’s Distinguished Service Award, Howard University, 2021
Wabash Center Fellowship, Wabash Center for Teaching and Learning in Theology and Religion, 2020-21
Adrienne M. and Charles Shelby Rooks Fellowship, United Church of Christ, 2007-12
Sara Fleming Endowed Full Tuition Fellowship, Garrett-Evangelical Theological Seminary, 2011-12
Ernest Campbell Preaching Award, Garrett-Evangelical Theological Seminary, 2005
Publications and Presentations
Publications and Presentations
Critical Race Theory in Theological Education
Critical Race Theory in Theological Education
Both the history of and the changing demographics within theological education demand a reckoning with the past, a close examination of the present, and a course correction for the future. Critical race theory (CRT), a framework currently under fierce political debate and intense public scrutiny, provides a lens for such a task. CRT is a misrepresented and misunderstood analytical tool that began in the field of law but has since spread to other disciplines including education and theology to study disparities across racial, religious, and gender lines. Although there is no canonical set of beliefs to which all CR theorists subscribe, in general, liberalism, claims of neutrality, objectivity, meritocracy, and colorblindness are rejected. Herein, I argue for the rejection of liberalism in theological education and offer recommendations to counter liberal tendencies in teaching, research, and service in the field.
Race, Disability and COVID-19
Race, Disability and COVID-19: A DisCrit Analysis of Theological Education
The coronavirus pandemic of 2020 has generated public debate and private discussion about systemic racism in contemporary U.S. society and the ill preparedness and misdirected focus of clergy responding to this crisis. Later research will reveal reasons trained clergy called denominational offices, requesting assistance to address the needs of patients and parishioners, and initiated lawsuits demanding to gather for worship against medical advice and government mandates. While theological educators cannot anticipate every emergency awaiting graduates, U.S. history records national crises (i.e., hurricanes, mass shootings, BLM protests, etc.) that repeat. Practical theology course offerings, course content and course assignments, therefore, should be designed to prepare students to lead in anticipation of personal and communal tragedies. As professors introduce students to theory/theorists, we must also create space for the development of critical consciousness about and praxis for: problem solving, advocacy, race relations, relationship building, crisis management, identity politics, privilege, implicit curriculums and race-based disparities in health care, policing, religion, education, etc. Critical Race Theorists assert that this nation’s colonial past still plagues contemporary behaviors, employing the framework of Disability Studies and CRT (Dis/Crit), I analyze theological education to address what has been identified as racial paterfamilias in the institution, which may explain our colonial/capitalist response to COVID-19.
Freedom Train
The Underground Railroad is the first racially integrated civil/human rights movement in the United States. The basic concepts of escape and travel that undergird the movement offer a way of envisioning the teaching/learning exchange as leaving behind unhealthy ideologies, and as journeying with students from one place of understanding to another. The primary participants and select aspects of the movement also offer a way of understanding teaching/learning in the classroom. Benefits of religious educational programming utilizing the proposed model include: developing awareness of the interrelatedness of race/racism/religion/power and a countercultural, counterhegemonic perspective that is informed by faith and evidenced by praxis.
