Teaching theology is difficult. Teaching theology in other countries complicated by their individual cultural needs and nuances is even more difficult. The need for theological education combined with the ease of travel has meant expanding opportunities for Western-trained theologians to teach short-term intensive courses or serve as long-term missionaries. Yet, methods and structures effective in Western contexts do not always translate to the recipient’s culture or meet the needs of those they seek to serve.

Teaching Across Cultures: A Global Christian Perspective will aid those called to teach cross-culturally to bridge cultural divides. The authors stated purpose is “to provide cross-cultural teachers with good theory and practical insights that can guide them towards making their educational endeavors personally transformative and relevant for the students and those whom they serve” (p. 1). The authors accomplish this objective by providing the necessary theories and tools to communicate theological material cross-culturally. Written as a collaboration, this book critically analyzes teaching methods successful in a Western context that may be foreign, ineffective, or impossible in other cultures. One example is the sense of time and punctuality. In a Western context, time is a precious commodity. Yet, as illustrated in the story that opens the book, time is relative in most parts of the world as it is the relationship that matters, not whether class starts and ends on time (pp. 9–10).

The authors presuppose that the audience’s culture must not be ignored because “culture is the backdrop against which teaching and learning actually happen” (p. 68). Therefore, culture must be researched and considered in preparing and transmitting theological truths. Just as an individual’s worldview will affect their perception of religion, the cultural background and norms of the student will dictate the most beneficial teaching methods. Just as individual students have different learning styles and preferences, each culture has unique facets to consider.

The authors dedicate the book’s first half to an exploration of the importance of understanding an audience’s culture. After an introductory chapter using a story to illustrate the tension of cross-cultural teaching, chapters 2–8 are dedicated to the nuances of non-Western cultures, impacting how the material is presented and evaluated. Some common cultural roadblocks may be traditional assessments like tests, research papers, course grades, the role of gender in the classroom, and the need for humility in presenting the material. The contributors argue that many of the tools of traditional theological education may need to be revised, reinterpreted, or removed to fit the context. This can be accomplished by taking the necessary time—before entering a different culture to teach—to study and process barriers to overcome and/or other approaches to present material to best transmit the message.

In many of the opening chapters, the authors provide a section for reflection and discussion, which offers the reader a space to process the material. This reflection is beneficial to encourage understanding of the text and the issues presented for more effective cross-cultural communication. For example, chapter 8, which deals with gender issues, asks, “If you knew someone who was planning to teach cross-culturally and you had only five minutes to advise that person on teaching women in that context, based on the material given here what would you say to him or her?” (p. 99) These discussion opportunities take the theoretical and help the reader to process the information practically.

The second half of Teaching Across Cultures presents country and region-specific examples of cultural issues to consider in preparing to teach. Shaw and the other contributors provide thirty-one chapters representing a broad swath of cultural expressions from Latin America to Asia, each with sections dedicated to what one should know before preparing and presenting material. Local theologians and religious leaders write these country and regional profiles to provide an insider’s perspective on the culture. Each of these profiles includes sections that explore what is most important to consider before transmitting information. For instance, the chapter on Teaching Cross-Culturally in Pakistan contains sections on social, cultural, religious, educational, language, and practical considerations unique to Pakistan (pp. 187–90).

This book is written to introduce culture and its effect on cross-cultural teaching. Though the contents of this volume will not be sufficient to understand culture completely as many aspects are not treated in depth—such as power distance, honor/shame dynamics, or the need to communicate in the heart language—the practical insights are what set it apart. The target audience is given in the introduction: “While the primary target audience is cross-cultural theology teachers, most of the material given in the collection relates equally to anyone teaching cross-culturally” (p. 1). The authors competently demonstrate the power and influence that culture can have on the educational process. The hidden rocks of culture can shipwreck even the most accomplished communicator if they are not navigated wisely. The content is made more compelling by practical examples and first-hand advice that will help communicators navigate the potentially rough waters of cross-cultural teaching.

David W. George

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