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Decolonization of Theological Education in the African Context
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Decolonization of Theological Education in the African Context

A special issue of Religions (ISSN 2077-1444). This special issue belongs to the section "Religions and Health/Psychology/Social Sciences".

Deadline for manuscript submissions: closed (15 October 2023) | Viewed by 17118

Special Issue Editors

Prof. Dr. Marilyn Naidoo

E-Mail Website
Guest Editor
Department of Philosophy, Practical and Systematic Theology, College of Human Sciences, University of South Africa, Pretoria 0002, South Africa
Interests: theological education, practical theology and ministerial formation; religious education; faith development; social justice in education
Prof. Dr. Anthony G. Reddie

E-Mail Website
Guest Editor
Director of the Oxford Centre for Religion and Culture, Regent's Park College, University of Oxford, Oxford OX1 2LB, UK
Interests: Black theology; practical theology; contextual theologies of liberation; critical pedagogy; decolonial theories; postcolonial hermeneutics

Special Issue Information

Dear Colleagues,

When we look at the role of religion, theology and churches in colonial history, the question as to how theological education produces and reproduces a colonial mentality of domination is an extremely significant issue to wrestle with. It is about the history and power dynamics that shape theological discourse and practice. “Modern theological education has always been inside the energy of colonial design. Colonial design is not one thing, but many things organized around attention, affection, and resistance, each aiming, each navigating—each a design that designs” (Jennings 2020:49). Its enduring inheritance regulates who matters and what matters, and even which religions matter for the purposes of theological and religious education. Within institutional cultures, these patterns or “norms” oppress people by limiting the possibilities for their participation. Those who need to be heard in their context are lost in the chaos of representation (Reddie 2022). The dominant position held by Christianity, as supported by Empire and colonialism, has shaped mindsets, theologies, methodologies, and educational practice.

The purpose of this Special Issue is to acknowledge this lens of colonial difference which has not always been named or given the attention it deserves. This SI invites contributions of 6000-7000 words that explore the developments, contestations, and paradoxes of the decolonization mandate across theological disciplines emanating from the African context. We hope to receive contributions that seek to challenge and critique the normative, give examples of curriculum transformation, and provide insight to understand how to deal with local identities, cultures, knowledge, and material resources to move towards a more equitable theological education that values the perspectives and experiences of all people. Some conceptual questions to consider are:

  • How does a biased unconscious and colonised mind begin to decolonise knowledge production and dissemination?
  • How is multiculturalism, diversity, equity, and inclusion achieved when the resources and knowledge systems available were built in a way that was inherently biased?
  • What are the theological implications for opposing and resisting racism in educational practice and how does it keep us stuck in disempowering and uncomfortable transitional spaces?
  • What responses to this discourse may we expect from theological disciplines that are themselves already implicated and conflicted in ways that often remain unrecognized and unacknowledged?
  • How might the methods and practices of African theological education change in light of decolonized theologies?
  • How might we interrogate a Christian conception of theology that is mindful of contexts and peoples, many of whom are not wholly Christian, and give a greater focus on listening to contextual voices?
  • Can a framework for social justice disrupt stereotypes based on religious and other social and human differences in theological education?

We request that, prior to submitting a manuscript, interested authors initially submit a proposed title and an abstract of 400-600 words summarizing their intended contribution. Please send it to the Guest Editors (naidom2@unisa.ac.za and anthony.reddie@regents.ox.ac.uk) or to the Religions Editorial Office (religions@mdpi.com). Abstracts will be reviewed by the Guest Editors for the purposes of ensuring a proper fit within the scope of the Special Issue. Full manuscripts will undergo double-blind peer review.

References:

Jennings, WJ. 2020. After Whiteness. An Education in Belonging. Grand Rapids: Eerdmans
Reddie, AG. 2022. Introducing James H. Cone: A Personal Exploration (London: SCM press).

Prof. Dr. Marilyn Naidoo
Prof. Dr. Anthony G. Reddie
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Religions is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • decolonization
  • African theological education
  • epistemology
  • social justice
  • multiculturalism
  • theological disciplines
  • post-colonial theory

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Published Papers (8 papers)

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Research

14 pages, 242 KiB  
Article
Markers and Tools to Facilitate Decolonisation of Theological Education in Africa
by Khamadi Joseph Pali
Religions 2024, 15(7), 783; https://doi.org/10.3390/rel15070783 - 27 Jun 2024
Cited by 3 | Viewed by 1194
Abstract
This article discusses the decolonisation of (theological) education in Africa, with special emphasis on South Africa. Colonialism is a complex power system that subjugated space, human beings and the minds of the colonised. Decolonisation has a responsibility to remove colonial governance, liberate the [...] Read more.
This article discusses the decolonisation of (theological) education in Africa, with special emphasis on South Africa. Colonialism is a complex power system that subjugated space, human beings and the minds of the colonised. Decolonisation has a responsibility to remove colonial governance, liberate the colonised being and decentre the colonial knowledge and recentre the indigenous knowledge of the native people. Furthermore, the most difficult form of decolonisation is the decolonisation of the mind because colonialism in this context tends to manifest itself into other forms of social structure. This study suggests that there is a need to relearn the meaning of decolonisation and its implications, as there are some students and academics who still do not know much about decolonisation, and this hinders the process. Furthermore, theological education needs to use engaged scholarship and community-based practical research (CBPR) methods as tools to facilitate decolonisation of theological education, as present studies indicate that the Christian religion is failing to make an impact in many African communities. Lastly, this article highlights markers of decolonised (theological) education in Africa. This article has two objectives. The first objective is to highlight markers of decolonised theological education. The second objective is to give special emphasis to the role of engaged scholarship and CBPR in the decolonisation of theological education. This article will use a literature review approach and highlight examples of the decolonisation of (theological) education. The decolonisation theory will underpin this literature review. Full article
(This article belongs to the Special Issue Decolonization of Theological Education in the African Context)
14 pages, 237 KiB  
Article
From Crossroads to Holistic Impact: Charting a Praxical Course for Transforming Theological Education in Africa
by Barnabé Anzuruni Msabah
Religions 2024, 15(5), 614; https://doi.org/10.3390/rel15050614 - 16 May 2024
Viewed by 2210
Abstract
Theological education in Africa is currently at a crossroads and requires a thorough re-evaluation. The framework for teaching and learning introduced by missionaries during colonial times, which often prioritized Western perspectives and ignored indigenous African contexts, does not adequately address the complex issues [...] Read more.
Theological education in Africa is currently at a crossroads and requires a thorough re-evaluation. The framework for teaching and learning introduced by missionaries during colonial times, which often prioritized Western perspectives and ignored indigenous African contexts, does not adequately address the complex issues and needs of African communities today. As a result, the impact of theological practice lacks both relevance and sustainability within grassroots communities. There is therefore a need for a theological framework that is more relevant, contextual, and responsive to the realities and aspirations of African people in the present context. This article advocates for the decolonization of theological education for a praxical approach rooted in lived experiences. It is essential to firmly anchor theological reflection and action in African traditions in order to effectively address contextual issues. This calls for action beyond academic reform towards meeting the pressing needs of the population. This article sheds light on the inadequacies of the colonial framework within theological education, serving as crucial indicators for holistic and sustainable transformation within the field. Case studies drawn from theological institutions, and local churches from selected countries in East, Central and Southern Africa provide nuanced insights into the importance of this transformative process. Full article
(This article belongs to the Special Issue Decolonization of Theological Education in the African Context)
10 pages, 231 KiB  
Article
The Mediation of Coloniality in Decolonisation Developments in South African Theological Education
by Marilyn Naidoo
Religions 2024, 15(2), 160; https://doi.org/10.3390/rel15020160 - 28 Jan 2024
Cited by 3 | Viewed by 1661
Abstract
The imperial nature of Christianity structured around colonialism, white supremacy, and apartheid was governed by racially motivated logics that fundamentally define the idea of who could be human. Decades later, the uncomfortable emphasis on decoloniality in South African theological education arises in a [...] Read more.
The imperial nature of Christianity structured around colonialism, white supremacy, and apartheid was governed by racially motivated logics that fundamentally define the idea of who could be human. Decades later, the uncomfortable emphasis on decoloniality in South African theological education arises in a contested space despite the need to decentre white, Western methods, interpretations, and experiences. Academic readiness and ownership regarding the implementation of decolonisation initiatives constitute a significant obstacle. They highlight how coloniality mediates and attempts to erase decolonising praxis. This article employs the theoretical framing of Grosfoguel’s analysis of the coloniality of power, of knowledge, and of being, surveys recent educational developments in theological education towards redress to reveal a hesitancy and considers the perspective change of educators towards decolonisation praxis. This article underscores a contextual challenge for the legitimacy of decolonialisation and the need to restore its significance amidst the slow pace of educational transformation in theological education. Full article
(This article belongs to the Special Issue Decolonization of Theological Education in the African Context)
15 pages, 549 KiB  
Article
Pioneering a Theological Curriculum for Our Time and Place—The Case of Akrofi-Christaller Institute of Theology, Mission and Culture
by Gillian Mary Bediako
Religions 2023, 14(10), 1327; https://doi.org/10.3390/rel14101327 - 23 Oct 2023
Cited by 2 | Viewed by 1971
Abstract
“Decolonizing the mind” (Ngugi) is an ongoing task, even after 50 years or more of political independence. This is particularly the case with respect to theological education, where norms and structures still faithfully follow the Western pattern laid down in the colonial era. [...] Read more.
“Decolonizing the mind” (Ngugi) is an ongoing task, even after 50 years or more of political independence. This is particularly the case with respect to theological education, where norms and structures still faithfully follow the Western pattern laid down in the colonial era. New initiatives in theological curriculum development that authentically connect with African issues and concerns and enable theological institutions to break from the shackles of these are an ongoing need, with developments on the African continent making such initiatives ever more urgent. This paper describes and analyzes the pioneering approach of the Akrofi-Christaller Institute (ACI), an indigenous Ghanaian institution, the background to its emergence and the process of implementation over the course of the past 25 years that has produced a successful, full-orbed and wide-ranging theological curriculum connecting with religious, cultural, social and inter-faith issues; the facilitating factors and the challenges on the journey and lessons that could be learned by other institutions wishing to indigenize their curricula. It is hoped that Kwame Bediako’s thinking on curriculum design for theological education which has shaped the ACI story of curriculum innovation, as well as the story of its implementation and ongoing development, may provide a model for other institutions desirous of breaking free from the colonial mode, in Africa and beyond in the non-Western world, and facing similar issues. After briefly setting ACI in its historical context, the paper goes on to elucidate the overall vision of the Institute that undergirds the curriculum and provides the rationale for its development. It identifies the fundamental pillars on which the curriculum rests and outlines a model for the basic framework of the curriculum. It then goes on to analyze the ways in which such a vision and framework enable a fresh approach to what has hitherto been seen as normative in the theological disciplines, with a view to creating space in the curriculum to address present-day African (and other non-Western) felt needs in mission and ministry. The paper touches on more recent developments to the original curriculum in response to emerging contextual issues and concludes with possible lessons that may be learned from the ACI story. Full article
(This article belongs to the Special Issue Decolonization of Theological Education in the African Context)
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9 pages, 210 KiB  
Article
Hashtagged and Black? A South African Black Theological Engagement from Stellenbosch with Contemporary Student Movements
by Reginald Wilfred Nel
Religions 2023, 14(10), 1258; https://doi.org/10.3390/rel14101258 - 4 Oct 2023
Viewed by 1240
Abstract
Hashtag movements, also amongst contemporary student movements, present a new charge towards decolonization. This also happens at the Faculty of Theology of Stellenbosch University. The group also identified as a Black collective. This contribution argues that this charge is therefore at a deeper [...] Read more.
Hashtag movements, also amongst contemporary student movements, present a new charge towards decolonization. This also happens at the Faculty of Theology of Stellenbosch University. The group also identified as a Black collective. This contribution argues that this charge is therefore at a deeper level, directed at older generations of Black theologians, and this is assessed critically through a reading of some proponents of third-generation South African Black theologians. It is concluded that there needs to be a conscious nurture of creative tension and challenge, transformative encounters to decolonize theological education in Africa. Full article
(This article belongs to the Special Issue Decolonization of Theological Education in the African Context)
15 pages, 255 KiB  
Article
Transformative Education, Participative Black Theology and the Challenge of Making a Difference
by Anthony G. Reddie
Religions 2023, 14(7), 890; https://doi.org/10.3390/rel14070890 - 10 Jul 2023
Viewed by 1940
Abstract
This paper explores the critical intersection of transformative pedagogies, especially the work of Paulo Freire and Augusto Boal, as it encounters Black theology. The nexus of these epistemological frameworks is then reflected on further, in order that a Black participative mode of theological [...] Read more.
This paper explores the critical intersection of transformative pedagogies, especially the work of Paulo Freire and Augusto Boal, as it encounters Black theology. The nexus of these epistemological frameworks is then reflected on further, in order that a Black participative mode of theological reflection can be explicated as a newer, more critical form of intellectual enquiry. The development of this work, I argue, can then be used as a means of improving the praxiological intent of Practical theology in South Africa. In the final part of the paper, I outline how South African Practical theologians have responded to the radical intent I am outlining in this article. Full article
(This article belongs to the Special Issue Decolonization of Theological Education in the African Context)
13 pages, 447 KiB  
Article
From Zerfass to Osmer and the Missing Black African Voice in Search of a Relevant Practical Theology Approach in Contemporary Decolonisation Conversations in South Africa: An Emic Reflection from North-West University (NWU)
by Vhumani Magezi
Religions 2023, 14(5), 676; https://doi.org/10.3390/rel14050676 - 19 May 2023
Cited by 2 | Viewed by 2463
Abstract
Rolf Zerfass’s operational scientific model for correcting Christian-ecclesiological praxis has been utilised in practical theological research for a considerable time at the North-West University. However, this situation changed with the adoption of Richard Osmer’s four practical theology tasks of descriptive, interpretive, normative, and [...] Read more.
Rolf Zerfass’s operational scientific model for correcting Christian-ecclesiological praxis has been utilised in practical theological research for a considerable time at the North-West University. However, this situation changed with the adoption of Richard Osmer’s four practical theology tasks of descriptive, interpretive, normative, and pragmatic as the guiding practical theology approach. The question is this: to what extent does the Osmer approach and its application in research at NWU address African contextual issues? To progress beyond being ‘reactive’ and ‘pushing back’ on Western practical theology approaches, the NWU practical theology approach is evaluated, followed by proposing an approach that attempts to incorporate African contextual realities anchoring by the principles of ‘listening, observing, weaving, and offering’. Full article
(This article belongs to the Special Issue Decolonization of Theological Education in the African Context)
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10 pages, 226 KiB  
Article
Practical Theology and Social Just Pedagogies as Decoloniality Space
by John Klaasen
Religions 2023, 14(5), 675; https://doi.org/10.3390/rel14050675 - 18 May 2023
Cited by 3 | Viewed by 1819
Abstract
Higher education institutions in South Africa are still dominated by colonial traditions, course content, staff with colonial privileges and attachments, and discriminatory structures and systems. Practical theology and theologians are no exception. This article seeks to investigate the correlations between social just pedagogies [...] Read more.
Higher education institutions in South Africa are still dominated by colonial traditions, course content, staff with colonial privileges and attachments, and discriminatory structures and systems. Practical theology and theologians are no exception. This article seeks to investigate the correlations between social just pedagogies and social justice. Social just pedagogies consider the role of the students, lecturers, and non-human phenomena as contributing to epistemology and agency formation. Normative pedagogies remain important criteria for knowledge production and graduate attributes within the South African higher education landscape. Within practical theology, the pedagogies that are used to form students and impart knowledge are still dominated by classical teaching methods that are power-centred and biased towards the privileged. The aim of this article is thus not to replace the normative pedagogies but to challenge the normativity and essentialism that has characterised colonial, race-related, and top-down knowledge production. I will introduce a social just pedagogy of teaching practical theology that critically engages and challenges the privileged normative position of classical practical theology. A social just pedagogy will bring the centre of learning and teaching into the structure of the lecture room, a participatory method of knowledge production, students, and the lecturers. The hierarchical structure of the South African university system will be engaged with as an instrument of traditional classical knowledge production systems. Teaching practical theology through social just pedagogies will also contribute to social justice within democratic South Africa. The question that I will address is how teaching practical theology at higher education institutions can contribute to the agency of social justice in South Africa. Full article
(This article belongs to the Special Issue Decolonization of Theological Education in the African Context)
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