Demolition, Integration, and a Theology of Racial Justice in the Diocese of Baton Rouge, 1918–1974
Date of Award
12-12-2024
Degree Name
M.A. in Theological Studies
Department
Department of Religious Studies
Advisor/Chair
Joseph Flipper
Abstract
This thesis promotes and argues for the necessary contributions of historical theology within dialogue and action on racial justice in the US Catholic Church. For Catholics to actualize the call to “listen,” given by the US bishops in 2018 in their pastoral letter, "Open Wide Our Hearts" (OWOH), historical retrievals of racial injustices must be prioritized. Proper listening must be done at local levels with the experiences of the racialized community centered within the history itself. Otherwise, one risks abstracting the work of racial justice and ignoring real sites of racial injustices. To substantiate this method, this thesis retrieves the local history of St. Francis Xavier Parish and School, a Black Catholic parish and school in Baton Rouge, Louisiana. Their history uncovers two significant instances of racial injustice which are elaborated on: the demolition of their high school due to interstate road construction and the near closure of their elementary school amidst integration. In both cases, the concerns of the parishioners were not listened to by the white authorities, even their bishops who wrote on racial justice issues. The telling of their history requires people even today to listen to their stories and engage with their experiences. Without the contributions of a grounded historical method, theologies on racial justice have been and are still susceptible to causing more harm in racial relations, even in well-intentioned pursuits for justice.
Keywords
Racial justice, integration, desegregation, Black Catholics, Louisiana, Baton Rouge
Rights Statement
Copyright © 2024, author.
Recommended Citation
Doiron, Hunter, "Demolition, Integration, and a Theology of Racial Justice in the Diocese of Baton Rouge, 1918–1974" (2024). Graduate Theses and Dissertations. 7469.
https://ecommons.udayton.edu/graduate_theses/7469
