Reviews

Abstract

By juxtaposing the findings, analysis and conclusions of a recent educational paper with appropriate theological writings, this article seeks to problematize Anglican bishops' commitment to listen to the experience of lesbian/gay/bisexual (LGB) people. The article starts by describing the educational research, its general conclusions and some of the methodological issues around voice raised by qualitative enquiry. Continuing the theme of voice, it looks at three elements of theological method, which might prevent the hearing of such accounts. Given this evidence, and the way in which lifestories of marginalized people tend to be devalued, the argument is reversed to ask whether Church authorities can be entrusted with them. Returning to the study of trainee teachers, more attention is given to their particular stories as the basis for theological reflection, around three emerging themes: discrimination, resistance and identity. Finally, methodological concerns are highlighted, which enable narratives of emancipation to be pursued, and to encourage a more fluid view of Jesus as storytelling ‘exemplar of resistance’.