Resumo

KNOETZE, Johannes. Decolonising or Africanization of the theological curriculum: a critical reflection. Scriptura [online]. 2021, vol.120, n.1, pp.1-15. ISSN 2305-445X.  https://doi.org/10.7833/120-1-1874.

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 threefold: (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?

Palavras-chave : Theological curriculum; Decolonisation; Africanisation; Missional hermeneutics; Open Distance Learning; Programme and Qualification Mix.

        · texto em Inglês     · Inglês ( pdf )