Teaching theology at African public universities as decolonisation through education and contextualisation

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dc.contributor.author Buitendag, Johan
dc.contributor.author Simut, Corneliu C.
dc.date.accessioned 2017-11-20T12:49:42Z
dc.date.available 2017-11-20T12:49:42Z
dc.date.issued 2017-10-24
dc.description This research is part of the project, ‘University, Education and Theology’, directed by Prof. Dr Johan Buitendag, Department Dogmatics and Christian Ethics, Faculty of Theology, University of Pretoria. en_ZA
dc.description This article is based on the contributions presented at an international colloquium held at the Faculty of Theology of the University of Pretoria as part of its centenary celebrations on July 29, 2017. The responses of the participants are based on the University of Pretoria’s (2017) draft paper on curriculum transformation, titled, ‘Reimagining curricula for a just university in a vibrant democracy’. en_ZA
dc.description.abstract This article is an attempt to provide a systematic and integrative picture of the main contributions presented at the colloquium which addressed the current state of theological education, proposals for the basic values to be laid as foundation for a new theological curriculum and concrete attempts to build such a curriculum in South Africa, the African continent and especially at the University of Pretoria with a particular stress on decolonisation as contextualisation. In dealing with these aspects, the article focuses on whether or not theology as an academic field has a future in university and society by implementing a concrete programme of decolonisation which is adapted – by means of education – to the specifics of various local contexts including those in Africa. If the answer to this question is positive – and the colloquium contributors, as well as the authors, of this article do believe to be so – then one must find out how theology should be done in the university, how theology should work in society and what (kind of) theology should be taught in the university so that its impact in society is continuously transformative and permanently relevant to human life and human existence in Africa and throughout the world. en_ZA
dc.description.department Dogmatics and Christian Ethics en_ZA
dc.description.librarian am2017 en_ZA
dc.description.uri http://www.hts.org.za en_ZA
dc.identifier.citation Buitendag, J. & Simut, C.C., 2017, ‘Teaching theology at African public universities as decolonisation through education and contextualisation’, HTS Teologiese Studies/ Theological Studies 73(1), a4806. https://DOI.org/ 10.4102/hts.v73i1.4806. en_ZA
dc.identifier.issn 0259-9422 (print)
dc.identifier.issn 2072-8050 (online)
dc.identifier.issn 10.4102/hts.v73i1.4806
dc.identifier.uri http://hdl.handle.net/2263/63236
dc.language.iso en en_ZA
dc.publisher AOSIS Open Journals en_ZA
dc.rights © 2017. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License. en_ZA
dc.subject Theological education en_ZA
dc.subject Curriculum en_ZA
dc.subject South Africa (SA) en_ZA
dc.subject University of Pretoria en_ZA
dc.title Teaching theology at African public universities as decolonisation through education and contextualisation en_ZA
dc.type Article en_ZA


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