Abstract:
Curriculum transformation within Higher Education has been an ongoing process within
South Africa Universities. For a long time, apartheid and the conception of race have shaped
the education framework. Recently, decolonisation discourses have led to a rethinking about
Curricula of Higher Education. Theological Education has been highlighted, as theological
faculties within Universities perpetuate European epistemologies. In order to contribute
towards curriculum transformation in South Africa, pedagogy for theological education
within South African Universities is explored in this article, and a new praxis theory for a
reimagined pedagogy is presented. This article presents only part of the research conducted
within a South African University. A description and analysis of the empirical research are
provided together with a reimagined pedagogy for theological education at a South African
University.
INTRADISCIPLINARY AND / OR INTERDISCIPLINARY IMPLICATIONS: The research was performed within
the field of Practical Theology with a special focus on pedagogy; however, inter-disciplinary
insights were gained from fields such as Education and History, and on an intra-disciplinary
level, the research used qualitative methods from Cultural Anthropology and Rituals Studies
to empirically study pedagogy as a practice.
