DECOLONISING OR AFRICANISATION OF THE THEOLOGICAL CURRICULUM: A CRITICAL REFLECTION

  • Johannes Knoetze University of Pretoria
Keywords: Theological curriculum, Decolonisation, Africanisation, Missional hermeneutics, Open Distance Learning, Programme and Qualification Mix

Abstract

This article presents a critical reflection on the theological curricula at (South) African Universities’ faculties of theology (and religion) from a missional hermeneutic focusing on decolonisation or Africanisation. Realising that it is not sufficient merely to make a few alterations, this article takes a more practical and technical approach to amend the curricula to be more contextualised for Africa. The decolonisation or Africanisation challenge for a Faculty of Theology is three-fold: (i) to address content (African contextualisation); (ii) mode/s of delivery - Open Distance Learning (ODL) and (iii) Programmes and Qualification Mix (PQM) diversity (new programmes - diplomas and certificates). The question to which this article attends is this: what are the implications of decolonisation or Africanisation in a faculty of theology at an institution of higher education in (South) Africa?

Author Biography

Johannes Knoetze, University of Pretoria
Associate ProfessorFaculty of Theology and ReligionPractical Theology and Mission Studies
Published
2021-03-13
Section
Articles