"The New Testament in Color" (Esau McCaulley, Janette H. Ok, Osvaldo Padilla, & Amy Peeler)

TITLE: The New Testament in Color - A Multiethnic Bible Commentary
AUTHOR: Esau McCaulley, Janette H. Ok, Osvaldo Padilla, & Amy Peeler
PUBLISHER: Downers Grove, IL: IVP Academic, 2024, (792 pages).
 

There are many commentaries out there in the market. Most are written by scholars and theologians who are male, white and live in the North Western Hemisphere. Contributions from women are just becoming more regular. Those from Asian, African, and non-white backgrounds are also appearing. We have all been shaped by commentaries from the Majority-White cultural backgrounds. For all their good intent, there is a danger of mainstream commentaries that lack diversity in biblical interpretation. All commentaries are interpretations from a specific background. They are influenced by culture, historical contexts, and to some extent, ethnic backgrounds. How can we present a more holistic commentary that encompasses a wider representation of the human race? This book is an attempt to do just that. With esteemed scholars from all over the Christian world, this "Multiethnic Bible Commentary" brings together a host of scholars from different ethnic groups. The African-American section interprets from the lens of slavery and the quest for fuller acceptance in society. The Asian-American chapter interprets from an immigrant's perspective while the Hispanic-American views Scriptures from a marginalized position. For the Native-American, they see things from the goodness of their culture. Writing on the White-Majority perspective, the starting point is "repentance, humility, unity, and communion."

Following that are commentaries by a multiethnic community on every book of the New Testament.

"Learning Our Names" (Sabrina S. Chan, Linson Daniel, E. David de Leon, and La Thao)

TITLE: Learning Our Names: Asian American Christians on Identity, Relationships, and Vocation
AUTHOR: Sabrina S. Chan, Linson Daniel, E. David de Leon, and La Thao
PUBLISHER: Downers Grove, IL: InterVarsity Press, 2022, (240 pages).
 

"Chinese names are harder to remember. Take an English name." This is a common comment made by Westerners when they try to pronounce a Chinese name. Often, they mispronounce. This makes the title of the book quite identifiable among many Asians in Western society. For Asians who immigrated to the West, it might be a culture shock at most or an inconvenience at least. For those who grew up as natively, it is a way of life. In a book written by Asian Americans for the larger Christian public, we read several stories depicting the constant struggles to find acceptance and recognition in a largely non-Asian culture. The stories are subdivided into three categories:

1. Learning our Stories;
2. Learning our Relationships;
3. Learning our Vocations.

In "Learning Our Stories," each author shares how racialization has impacted them. David de Leon shares his Pilipino upbringing by sharing the history of the Philippines, and how the country was influenced by Spanish powers and American colonialism. He tells us that names not only point to the past but also show us the hope that parents have for the next generation. Sabrina Chan shares her Hong Kong background and how she got her English name through American movies. Linson Daniel's parents hail from India while he was born in Texas, making him a full American citizen both nationality-wise as well as culture-wise. La Thao laments about the cultural confusion happening even within her own family. Her parents' Hmong upbringing over parenting matters conflicts with the Western parenting advocated by American sitcoms and popular cultures. One of the major emotional conflicts has got to do with the different expressions of love. 

"Rich Thanks to Racism" (Jim Freeman)

TITLE: Rich Thanks to Racism: How the Ultra-Wealthy Profit from Racial Injustice
AUTHOR: Jim Freeman
PUBLISHER: Ithica, NY: Cornell University Press, 2021, (308 pages).

Mention the name "George Floyd" and immediately people would think of systemic racism, social injustice, Black Lives Matter, and protests against any form of inequality and inequity. The trouble is, when the demonstrations are active and widespread, public media pay attention and join in the chorus against hate and systemic inequity. Once the demonstrations die down, many revert to the "normal" they are used to. So, what is the point of protesting if the results are mere short-term? Is it even possible to eradicate systemic racism? Can BLM provide enough impetus to ensure all races and all ethnic groups can be treated fairly? This book aims to look at how we can join in this long-term effort at rebuilding society into a fair and just one. The phrase "systemic racism" cannot simply be left to anybody's imagination. It needs to be defined clearly and that expectations are communicated justly. More importantly, we need to know the root of it all. As a justice advocate and a long-time civil rights lawyer, author Jim Freeman learns that systemic racism that most of us are saying comes from something far more sinister: "Strategic racism." Many of the efforts to bring about greater equality and eradication of poverty fail eventually. That is because programs alone are never bigger than policies. Solutions alone are not any bigger than strategies. If reforms are only made after vigorous demonstrations and protests, such reforms too are not sustainable. The Freeman starts noticing several patterns. Behind the bad policies are the same few hands that feed the problem. These organizations are profiting from the policies that are encouraging systemic racism in the first place! These are the ultra-wealthy, the powerful, the influencers, and the profiteers. Seeing such things made the author reconsider the words of the late civil rights activist, Dr. Martin Luther King Jr who famously said that "the arc of the moral universe is long, but it bends toward justice." After examining the contexts of systemic racism, Freeman laments that current contexts point to this moral "was being forcibly bent toward injustice." Strong words. How could that be? How is that so? What could one do about it? These questions are dealt with in this remarkable book about a perennial problem in American society, and maybe many others too. 

"First Nations Version" (Editor Terry M. Widman)

TITLE: First Nations Version: An Indigenous Translation of the New Testament
AUTHOR: First Nations Version Translation Council (Editor: Terry M. Widman)
PUBLISHER: Downers Grove, IL: InterVarsity Press, 2021, (512 pages).

A missionary to a faraway native tribe had tried to share the gospel to the natives for many years but to no avail. Each time he brought up the story of God and Jesus, the locals would dismiss him and maintained that they already had a god, and they don't need another new one. This went on for a long time and the missionary was naturally frustrated. Then came an insight. What happens if he does away with the semantics and focuses on the shared concepts: that there is Higher Power, a Divine Being of Love and Goodness, and that there are more similarities than differences? So,  he started sharing the gospel using common terms that the locals would understand. By contextualizing his message, his audience became more receptive to the gospel message. One of the major ways of contextualizing a message is via translation. The Bible is the Word of God for people in this world. The original languages used are Hebrew, Aramaic, and Greek. In the history of the Church, the Bible has been translated into many different languages so that people could read it in their own language. The name "First Nations" is widely used in Canada to refer to the indigenous people of the land. It is also recognized in the United States. Thus the "First Nations Version" is essentially a translation in English using familiar culture, linguistics, and relevant meaning to those who are First Nations people. The translation council comprises many representatives from over 25 First Nations tribes. It aims to be both faithful to the original texts and clear to the present audiences. It uses English because it is a more common language among the many different tribal groups. That is also because many new generations of the First Nations are not as fluent in their native languages compared to their predecessors. With the support and expertise from people with translation work experience, this collaborative effort is impressive. Some of the important terms used include:

"Answering Jihad" (Nabeel Qureshi)

TITLE: Answering Jihad: A Better Way Forward
AUTHOR: Nabeel Qureshi
PUBLISHER: Grand Rapids, MI: Zondervan, 2016, (176 pages).

What does it mean to say that Islam is a religion of peace? Is this understanding the same for both Western and the Middle-Eastern minds? What is Jihad? How does a religion cause a person to become radicalized? What is the meaning of Islam and its origins?

Spurred by the rising anxiety of terrorism from Islamic radicals and the confusion surrounding religious truth and ideology, Nabeel Qureshi shares honestly and passionately about what Islam stands for, what Jihad essentially means, and how we can respond or relate to Muslims. Qureshi is a former Muslim who when young, was very pious about all things Islam. He has previously shared about his conversion from Islam to Christianity in a book entitled, "Seeking Allah, Finding Jesus."

Some of the clarifications he have made in the book include his study, experience, and analysis of the history of Islam and the teachings of the Quran.

1. The Western understanding of Islam as a religion of peace is different from the Muslim's understanding of peace. Islam means "surrender," a peace that comes only after all the enemies of Islam have surrendered. Violence may be necessary in order to bring about such peace. 
2. The word 'Jihad' means 'struggle,' and is sometimes referred to as the sixth pillar of Islam. While the word sometimes is used in the Quran in a spiritual sense, it more often than not refers to a physical struggle for a spiritual goal.
3. Each time anyone attempts to go back to the origins of the Islamic faith, violence is part and parcel of the struggle in the faith. A vast majority of Muslims have not bothered to go back to the roots of the religion. In order to understand the Islamic religion, one must also understand the contexts of the religion. 
4. The history of the prophet Muhammad is replete with violence; both offensive and defensive forms of jihad. (Example, in Quran 9:29, there is a command to fight Jews and Christians because of belief, not aggression)
5. "Sharia" literally means "path to water" but the interpretations of Shariah law varies tremendously due to "abrogation" where there are verses the some say are no longer relevant but others insist on its relevance.
6. The expansion of Islam involves the use of the "sword" whether directly or indirectly.

"Despite the Best Intentions" (Amanda E. Lewis and John B. Diamond)

TITLE: Despite the Best Intentions: How Racial Inequality Thrives in Good Schools (Transgressing Boundaries: Studies in Black Politics and Black Communities)
AUTHOR: Amanda E. Lewis and John B. Diamond
PUBLISHER: New York, NY: Oxford University Press, 2015, (272 pages).

All people are created equal. So with equal opportunity and equal rights for all, they should all do well academically right? This is the assumption that is behind Riverview High School. As a suburban school, it is highly resourced, well-funded, and thoughtfully designed to give the black community a leg up. In 2006-7, the school spent above $18000 per student, double that of the national average. More than 80% of the teachers hold a masters degree. There are spanking new facilities with children coming largely from middle class families. There is a thriving commercial community. It is located in a progressive and liberal city. Unfortunately, segregation and forced integration of the different races do not prevent the same kind of statistics, that blacks generally do poorly in the academic realm. Despite the help given, 90% of students in the AP classes are white. About 80% of all the Honours students are white. The majority of the blacks, two-thirds of them are still stuck in basic level classes. Consistently, the Whites and the Asians are at least a grade point higher than the average black student. Why? This is an interesting question posed to educators and especially the authors Amanda E. Lewis and John B. Diamond. Amanda Lewis is Professor of Sociology and African-American studies at the University of Illinois while John Diamond is Professor of Education at University of Wisconsin-Madison School of Education. Both are concerned with the area of addressing racial inequality in schools and achievements. In a five year quantitative and qualitative research, they look at public policy that tries to bring about greater parity among the races in education. They focus on Riverview High School as a test case for providing whatever resources necessary to help all races excel in their studies. In spite of the efforts, there still remains a troubling "racial achievement gap." The conclusion made by the authors is interesting. While they believe that race is "a social and political category," it cannot be the cause of differing SAT scores. Why then the disparity in achievements? In a startling conclusion, the authors assert that race matters. Race plays a key role in academic achievements. The problem lies in our assumptions when we try to social engineer the integrative process.