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HTS Theological Studies

versión On-line ISSN 2072-8050

Resumen

DAMES, Gordon E.  y  DAMES, Glenda A.. The pedagogical role of multicultural leadership in post-apartheid South Africa. Herv. teol. stud. [online]. 2014, vol.70, n.1, pp. 01-09. ISSN 2072-8050.

Practical theology in the 21st century is faced with increasing diversity that requires a new pedagogy to address multicultural challenges. Multiculturalism serves as a subversive agency for monocultural and 'silent minority' landscapes. It might also contribute to the development of an identity pedagogue for the three public spaces of theology, specifically in South Africa, where this new democracy seeks a new culture of humanity and has to deal with the dichotomy of a multicultural society and a resistant monocultural 'laager' mentality of minority races. Despite the promising start to its democracy, South Africa has many social challenges and practical theology has a role to play by reflecting on how we understand and embody the relationship between faith, culture and public life. To this end, this article seeks to reflect critically on spirituality, leadership and social transformation praxis in search of meaning-forming multicultural praxes.

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