Reimagining pedagogy for theological education at a South African University : an ethnographic exploration

Curriculum transformation within Higher Education has been an ongoing process within South Africa Universities. For a long time, apartheid and the conception of race have shaped the education framework. Recently, decolonisation discourses have led to a rethinking about Curricula of Higher Education....

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Bibliographic Details
Published in:Verbum et ecclesia Vol. 42; no. 1; pp. 1 - 10
Main Authors: Denny, Lindie, Wepener, Cas
Format: Journal Article
Language:English
Published: Pretoria AOSIS 2021
African Online Scientific Information Systems (Pty) Ltd t/a AOSIS
AOSIS (Pty) Ltd
Subjects:
Analysis
Coloniality
Curricula
Education
Epistemology
Field study
Learning
Native languages
Pedagogy
Reimagine
Religion
South Africa
Students
Teaching
Theological education
Theology
United Kingdom
South Africa
United Kingdom
ISSN:1609-9982, 2074-7705
Online Access:Get full text
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Summary:Curriculum transformation within Higher Education has been an ongoing process within South Africa Universities. For a long time, apartheid and the conception of race have shaped the education framework. Recently, decolonisation discourses have led to a rethinking about Curricula of Higher Education. Theological Education has been highlighted, as theological faculties within Universities perpetuate European epistemologies. In order to contribute towards curriculum transformation in South Africa, pedagogy for theological education within South African Universities is explored in this article, and a new praxis theory for a reimagined pedagogy is presented. This article presents only part of the research conducted within a South African University. A description and analysis of the empirical research are provided together with a reimagined pedagogy for theological education at a South African University. Intradisciplinary and/or interdisciplinary implications: The research was performed within the field of Practical Theology with a special focus on pedagogy; however, inter-disciplinary insights were gained from fields such as Education and History, and on an intra-disciplinary level, the research used qualitative methods from Cultural Anthropology and Rituals Studies to empirically study pedagogy as a practice.
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ISSN:1609-9982
2074-7705
DOI:10.4102/ve.v42i1.2143