This thesis proposes that a womanist dialogue with Black Theology of Liberation (BTL) in the 21st century is nothing but a de-westernizing praxis for a womanist. This proposition is based on a deeper examination of the gains of the School of BTL. This deeper examination of BTL uncovers a liberation notion that is not truncated, but comprehensive. This comprehensive vision, coupled with the motif of dialogue that is employed in this thesis, in the end debunks Eurocentric, conquering systems of knowledge in theology and the androcentric philosophical heritage, Black Consciousness (BC).
The thesis elaborates on notions of liberation that are developed in different phases and strands of the School. For example, if liberation is indeed notional, one strand is focused on race as a construct against which liberation had to be attained. If race was the only, if not major focus, in this strand of BTL, then other constructs such as class, gender and even culture would not receive equal attention and thus this vision of liberation would be truncated, the thesis argues. The notion of liberation that is espoused in this thesis is thus the critique offered both against the internal and external deficiencies on liberation. The philosophy of liberation that is related to BTL for this reason must be denuded of its androcentric language and symbols, while faith itself debunks ideologies that are Eurocentric and patriarchal.
The perpetuation of the colonial wound by Eurocentric frames of knowledge makes it difficult for a womanist to uncritically relate with feminist theory. Realising the tensions that constantly exist between one who is an academic and various schools of liberation, some elitist and others quintessentially grass-rooted, this thesis examines the inspiration and animation from lived experiences at grassroots level that must be in continuous dialogue with the construction of liberative knowledge from a womanist perspective. The journey therefore for a liberated black humanity requires both males and females, including other social constructs of gender such as the LGBTQ+, because no truncated view of liberation will be helpful for the advancement of the School.