Markers and Tools to Facilitate Decolonisation of Theological Education in Africa
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...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
2024
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| In: |
Religions
Year: 2024, Volume: 15, Issue: 7 |
| Further subjects: | B
Theological Education
B engaged scholarship B Decolonisation B Colonisation B Afrocentric education |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
| Summary: | 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. |
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| ISSN: | 2077-1444 |
| Contains: | Enthalten in: Religions
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| Persistent identifiers: | DOI: 10.3390/rel15070783 |