DECOLONISING OR AFRICANISATION OF THE THEOLOGICAL CURRICULUM: A CRITICAL REFLECTION

Johannes Knoetze

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?


Keywords


Theological curriculum; Decolonisation; Africanisation; Missional hermeneutics; Open Distance Learning, Programme and Qualification Mix

Full Text:

PDF


DOI: https://doi.org/10.7833/120-1-1874

Refbacks

  • There are currently no refbacks.



ISSN 2305-445X (online); ISSN 0254-1807 (print)

Attribution CC BY-NC-ND 4.0


Powered by OJS and hosted by Stellenbosch University Library and Information Service since 2013.


Disclaimer:

This journal is hosted by the SU LIS on request of the journal owner/editor. The SU LIS takes no responsibility for the content published within this journal, and disclaim all liability arising out of the use of or inability to use the information contained herein. We assume no responsibility, and shall not be liable for any breaches of agreement with other publishers/hosts.

SUNJournals Help