Resumen

MASUKU, Tobias. "We want to speak for ourselves ...!" The agenda of African initiated churches on decolonised and transformative theological education in Southern Africa. Missionalia (Online) [online]. 2019, vol.47, n.2, pp.193-211. ISSN 2312-878X.  http://dx.doi.org/10.7832/47-2-344.

"Viva, away with colonised education away...!" This slogan and others similar to it became common in South Africa recently. Protest marches were seen at tertiary institutions crying out loud against what is called a colonised education and curriculum. Debates from various academic spaces were triggered in search for what could be a decolonised education in Africa, South Africa in particular. There was a need for a decolonised education based on a relevant curriculum as a solution to the problem at hand. Theological education is not immune to this problem because it is also a product of the apartheid and colonial project. The answer to the question as to what is a relevant theological education today, that is decolonised based on a 'peoples' curriculum still stands unanswered. This article seeks to present a contribution from the ignored or rather despised voices on this debate, the African Initiated Churches. It proposes a solution from the African Initiated Churches' perspective where they speak by themselves, hence the title of this article; "We want to speak for ourselves...!" The author regards the African Initiated Churches as "church groups related to colonial resistance" (Molobi 2000:11). Thus, the author will approach this project by outlining the background information in investigating who the African Initiated Churches are, the reasons for their birth, etc. He will further investigate their ecclesiology, theology and ecumenical mission praxis. The position of women and the youth will also be embraced. On ecumenism, focus will be on African Initiated Church bodies like the Organisation of African Initiated Churches though their ecumenical partners will be acknowledged. The African Initiated Church position on social justice as a means of understanding the strength behind their anti-colonial drive will also be addressed. The article will also outline debate on theological education. In the end, a relevant theological education curriculum will be proposed from the voices of the African Initiated Churches as gathered in this article.

Palabras clave : African Initiated Churches; theological education; curriculum; decolo-nised education; OAIC; decolonisation.

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