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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

During the first few decades of the 20th century, the Nkhoma mission of the Dutch Reformed Church of South Africa became involved in an ecumenical venture that was initiated by the Church of Scotland’s Blantyre mission, and the Free Church of Scotland’s Livingstonia mission in central Africa. Geographically sandwiched between these two Scots missions in Nyasaland (presently Malawi) was Nkhoma in the central region of the country. During a period of history when the DRC in South Africa had begun to regressively disengage from ecumenical entanglements in order to focus on its developing discourse of Afrikaner Christian nationalism, this venture in ecumenism by one of its foreign missions was a remarkable anomaly. Yet, as this article illustrates, the ecumenical project as finalized at a conference in 1924 was characterized by controversy and nearly became derailed as a result of the intransigence of white DRC missionaries on the subject of eating together with black colleagues at a communal table. Negotiations proceeded and somehow ended in church unity despite the DRC’s missionaries’ objection to communal eating. After the merger of the synods of Blantyre, Nkhoma and Livingstonia into the unified CCAP, distinct regional differences remained, long after the colonial missionaries departed. In terms of its theological predisposition, especially on the hierarchy of social relations, the Nkhoma synod remains much more conservative than both of its neighboring synods in the CCAP to the south and north. Race is no longer a matter of division. More recently, it has been gender, and especially the issue of women’s ordination to ministry, which has been affirmed by both Blantyre and Livingstonia, but resisted by the Nkhoma synod. Back in South Africa, these events similarly had an impact on church history and theological debate, but in a completely different direction. As the theology of Afrikaner Christian nationalism and eventually apartheid came into positions of power in the 1940s, the DRC’s Nkhoma mission in Malawi found itself in a position of vulnerability and suspicion. The very fact of its participation in an ecumenical project involving ‘liberal’ Scots in the formation of an indigenous black church was an intolerable digression from the normative separatism that was the hallmark of the DRC under apartheid. Hence, this article focuses on the variegated entanglements of Reformed Church history, mission history, theology and politics in two different 20th-century African contexts, Malawi and South Africa. Full article

This paper outlines the development of a form of scholarship that seeks to bring together transformative modes of pedagogy that have become commonplace in Christian religious education alongside the liberative themes to be found in Black theology. The paper summarises the significant contributions of Paulo Freire to transformative pedagogy and conscientization as the first stage in this developing work. This formative analysis is then followed by reflections on the significant developments in religious education by and for Black people, principally in the US. In the final part of the paper, I describe my own participative approaches to Black theology by means of transformative pedagogy, which utilises interactive exercises as a means of combining the insights of the aforementioned ideas and themes into a transformative mode of teaching and learning. Full article