scholarly journals Africanisation as an agent of theological education in Africa

2017 ◽  
Vol 73 (3) ◽  
Author(s):  
James K. Mashabela
Keyword(s):  
21St Century ◽  
Theological Education ◽  
Colonial Education ◽  
African Context ◽  
And Gender ◽  
Education In Africa

This article focuses on the response of Africanisation to Western theological education in Africa, which has for centuries become a theological problem for the African context. In this 21st century, Africanisation is at the centre of the African discourse and focuses on the realities of our African context. Therefore, theological education in Africa should be Africanised in order to seriously engage the aspects of Africanisation. The struggle against colonial education was to ensure that Africa is liberated from unjust educational oppression, socio-economic oppression, poverty, racism, political oppression and gender injustice. In this regard, Africanisation is an agent to address the introduced Western theological education in Africa. Yet the two concepts, namely commercialisation and commodification, have an influence on theological education in Africa.

scholarly journals Between the Scylla and the Charybdis: Theological education in the 21st century in Africa

2014 ◽  
Vol 70 (1) ◽  
Author(s):  
Johan Buitendag
Keyword(s):  
21St Century ◽  
Theological Education ◽  
Driving Forces ◽  
Frame Of Reference ◽  
Academic Institution ◽  
Unique Contribution ◽  
Transdisciplinary Approach ◽  
Faith Based ◽  
Difficult Road ◽  
Education In Africa

The article reflects on the challenges of theological education in the 21st century and in Africa. Reputation, impact, success and funding have become the driving forces of the modern university. However, we are living in the 21st century and in Africa with a subsequent frame of reference that is holistic and faith-based. The article therefore argues for a multi- and transdisciplinary approach towards the nature of a university and recognition of the unique contribution theological education can contribute. Due to the inherently cooperative nature of theological scholarship, theological education could be able to avoid the extremes of the Scylla and the Charybdis, that is, fideism and secularisation, and therefore be able to survive at an academic institution. Both sectarianism and scientism should be avoided. Theological education in Africa needed to travel the same difficult road of theological faculties in Europe in the previous century.

scholarly journals Exploring the Perceptions of Wits Academic Women About Women Empowerment and the Changing Roles of Women in 21st-Century South Africa

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401667501 ◽  
Author(s):  
Evelyn Muberekwa ◽  
Thobeka Nkomo
Keyword(s):  
21St Century ◽  
Population Data ◽  
Women's Empowerment ◽  
Women’S Empowerment ◽  
Women In Academia ◽  
Changing Roles ◽  
African Context ◽  
Academic Women ◽  
And Gender ◽  
The University

Issues of women’s empowerment and gender inequality have been of paramount importance, particularly in the two decades since the Fourth World Conference on Women, Beijing, 1995. At that conference, the campaign for women’s empowerment was initiated to implement laws promoting gender equality. This research explored the perceptions of nine academic women at the University of the Witwatersrand with regard to women’s empowerment and the changing roles of women in a South African context in the 21st century. The research adopted a qualitative research methodology, and purposive sampling was utilized to select the study population. Data were collected in the form of semistructured interviews of approximately 30 to 60 min in duration, and thematic content analysis was applied to analyze the data. The data collected indicated that women in academia face challenges and experiences like other women in the workforce. These challenges and experiences are a result of the patriarchal nature of the workplace environment and the slow transformation at the university. It is also interesting to note that the gender roles of women in academia in their daily activities, married or single, are aggravated by the patriarchal nature of the broader society in which these women live.

scholarly journals Theological education in tropical Africa: An essay in honour of Christina Landman and a Kenyan perspective

2019 ◽  
Vol 75 (1) ◽  
Author(s):  
Julius M. Gathogo
Keyword(s):  
21St Century ◽  
Social Transformation ◽  
Theological Education ◽  
Critical Role ◽  
Eastern Africa ◽  
Extensive Literature ◽  
Tropical Africa ◽  
The Future ◽  
Research Institute ◽  
Education In Africa

Christina Landman is a professor of Theology at the Research Institute for Theology and Religion, University of South Africa. As an East African serving under her as a research fellow at the Research Institute of Theology and Religion since 2014, and as somebody whose articles have been published in the two journals where she has been the editor, I can only honour her by contributing to her festschrift and in basing my reflections on my understanding of theological education in tropical Africa, where she plays a critical role – despite my bias towards East Africa, and Kenya in particular. In other words, the goal of this article is to focus on the future of theological education in Africa, with special reference to Eastern Africa, and Kenya in particular. How has Africa journeyed with theological education since its inception in the 19th and 20th century? How is it reflected in the academic institutions of higher learning, in ministerial training, in general academic contexts and in local congregations (churches)? Is it Africanity without ethics? Does it have a future? In addressing these concerns, the article employs historic-analytical design in its endeavour to assess the efficacy of theological education as an agent of social transformation in 21st-century Africa. Considering that Africa cannot be identified as a single geocultural context and/or as a monolithic entity, the article builds its case by mainly referring to the Kenyan context. Its methodology includes an extensive literature review of some materials that are connected to theological education, participant observation and personal reflections as an educationist in an African context. The methodology will also include the Protestant divinity school that was established in Frere Town, Mombasa, and later shifted to Limuru, Central Kenya, in 1929. It is set on the premise that the future of theological education in Africa is guaranteed by the growing interest in theological education among the youth, especially in the 21st century.

The use of ICT by SMMEs in a Digital Economy: A case study in Buffalo City Metropolitan in South Africa [Abstract]

10.28945/4314 ◽  
2019 ◽  
Keyword(s):  
South Africa ◽  
Technology Acceptance ◽  
21St Century ◽  
Common Knowledge ◽  
Digital Economy ◽  
Future Research ◽  
Wealth Creation ◽  
Underdeveloped Areas ◽  
And Gender ◽  
Set Up

Aim/Purpose: The goal of this study is to advance understanding of ICT utilization by SMMEs by checking access, ability (in terms of technological skills) and usage of ICT among some SMMEs entrepreneurs operating their businesses in an underdeveloped areas to enhance their business activities in order to utilizes the digital opportunities 21st century digital economies present. Background: In today’s world no nation or region is untouched by the forces of globalization and digital economy. One of the key pioneering forces of globalization is the advances of ICT like internet, social networks, etc. In the sphere of business, this pioneering force has also altered the way businesses and organizations communicate and interact with customers and society at large. Such alternation presents obvious opportunities for wealth creation and growth for businesses and organizations that are well-equipped to take advantages of them. But for those that are less-equipped, particularly SMMEs, globalization can easily lead to fore-closures and marginalization. It is a common knowledge that SMMEs entrepreneurs mostly rely on ICT gadgets like mobile phone, Laptops, Tablets to conduct their business activities as many of them don’t have enough capital to set up offices with necessary equipment. Therefore, using various ICT functions/programs on these ICT devices to enhance their business activities are critical to their businesses in the 21st century digital economies. Methodology: Purposeful sampling was used to approach fifty-four SMMEs entrepreneurs operating their businesses in underdeveloped areas locally called Townships in Buffalo City Metropolitan. Microsoft excel was used in the descriptive statistics. Contribution: This research will add to the growing knowledge ICT usage in SMMEs in the 21st century digital economies. Findings: The results indicate that the participating SMMEs entrepreneurs need to be educated, trained and supported in the use of the ICT applicable to enhance their business activities in order for them to take advantages of 21st century digital economies present. Recommendations for Practitioners: The agencies tasked with looking after SMMEs in South Africa needs to consider the lacked of utilisation of ICTs by SMMEs entrepreneurs operating their businesses in underdeveloped areas as one of the barrier to growing of their businesses and take necessary steps to address it. Recommendation for Researchers: Since age and gender have been proven to be key-moderating variables in many technology acceptance models. There is a need to explore in depth whether the factors of gender and age also act as barriers. Impact on Society: The research will assist stakeholders, policy makers and agencies tasked with looking after SMMEs to identify the barriers hindering SMMEs to grow and address them accordingly. Future Research: More work needs to be done to check whether gender, age of the SMMEs entrepreneurs have some effects on their attitude towards the integration of ICT into their business activities.

THEORIES OF THE MISSIONARY VOCATION OF THEOLOGICAL EDUCATION IN POST-SOVIET PROTESTANTISM

2020 ◽  
pp. 78-92
Author(s):  
Valentyn Syniy
Keyword(s):  
21St Century ◽  
Theological Education ◽  
Educational Activity ◽  
Spiritual Education ◽  
General Recognition ◽  
The Church ◽  
The Trinity ◽  
Formal Construction

It is emphasized that the involvement of missionary theology in the discussion of ways to develop spiritual education allowed post-soviet Protestantism to successfully overcome differences in the vision of the formal construction of education, and then move on to discussions about its content. There was a gradual overcoming of modern individualism, the growing role of communities, the replacement of monologue models of mission with dialogical ones. The idea of the seminary as a community that is not self-sufficient, but serves the church as a community, has gained general recognition. The church also came to be understood as serving an eschatological ideal community similar to the Trinity community. The formation of community and dialogical models of missionary and educational activity allows Ukrainian Protestantism to effectively adapt to the realities of the beginning of the 21st century and to be proactive in today's society.

scholarly journals Discursive investigation into John’s internalised spirit identity and its implication

2016 ◽  
Vol 72 (1) ◽  
Author(s):  
Zorodzai Dube
Keyword(s):  
South African ◽  
Holy Spirit ◽  
Gospel Of John ◽  
Good Work ◽  
Boundary Making ◽  
The Holy Spirit ◽  
African Context ◽  
And Gender ◽  
Ethnicity And Gender ◽  
Johannine Community

What does it mean to live in a society where everything good is located within one ethnicity, and geography? In reading the gospel of John, one gets the impression that faithful disciples, the Holy Spirit and morality are exclusively located within the Johannine community and can only permeate to the outside through the good work of the insiders – the disciples. Everything is asymmetric – morality, ideal disciples and good virtues – these originate from within John’s community. Outside John’s community, it is darkness that awaits the illuminating lights of John’s disciples, without which they will remain in perpetual darkness. Despite recent theories that position John as a missionary and an open community, still it does not remove the asymmetric nature of the gospel. The study builds on views inspired by scholars such as Jonathan Draper (1992:13) to argue that John used the Holy Spirit to naturalise identities. From this perspective and if read from the South African context of racism, ethnicity and gender, John makes the reader think about the consequences and implications of exclusive social boundaries.Keywords: Spirit, identity, boundary making, modernity, Social cohesion

scholarly journals Fulfilling the Mission of the Church in Ghana in the 21st Century: Lessons from India in the 16th and 17th Centuries

2020 ◽  
pp. 243-252
Author(s):  
Seth Asare-Danso
Keyword(s):  
21St Century ◽  
Theological Education ◽  
Cultural Transformation ◽  
Historical Study ◽  
Secondary Source ◽  
Christian Churches ◽  
The People ◽  
Transformation Approach ◽  
Research Findings ◽  
The Church

This historical study examines the spread of Christianity in India in the 16th and 17th centuries, and lessons to be drawn by Christian churches in Ghana in the 21st century. Personal interview and content analysis of primary and secondary source documents were used for data collection. The grounded theory design was used to develop four theories, namely: “cultural rejection approach”, “cultural replacement approach”, “cultural sharing approach” and “cultural transformation approach” to mission. The research findings revealed that Christianity was introduced in India to liberate the people from ignorance. The Jesuit understood the motives of mission to be cross-cultural, international, co-operative and holistic in nature. It further revealed that the Jesuit used the “cultural transformation approach” to mission, which required the use of “radical identification”, “culture transfer”, “indigenization”, “inculturation” and “primal religion” as evangelistic methods to fulfil the mission mandate. The study recommended that churches in Ghana adapt the “cultural transformation approach” to mission to suit their cultural environments, so that the use of “radical identification” and “culture transfer” will reduce inequality, in fulfilment of UN SDG 10; while the use of “indigenization”, “inculturation” and “primal religion” will provide inclusive and equitable quality (theological) education, in fulfilment of UN SDG 4.

scholarly journals Exploring the Relevance of Feminist Leadership in Theological Education of Nigeria

2013 ◽  
Vol 16 (4) ◽  
pp. 26-40
Author(s):  
Adesanya Ibiyinka Olusola
Keyword(s):  
Theological Education ◽  
Gender Justice ◽  
Women And Gender ◽  
Theological Schools ◽  
The Bible ◽  
Feminist Leadership ◽  
The World ◽  
Church And Society ◽  
And Gender ◽  
The Church

Feminist leadership is very important in theological education as it would seek to deconstruct stereotypical assumptions about women and gender in Christian theological traditions. Unfortunately, most of the theological schools in Nigeria do not have feminist as leaders. Five reasons why feminist leadership are needed in theological schools have been identified as, the bible teaching that women brought sin and death to the world, servant hood notion of women, scandal of particularity, male domination of ministries and theological methods and process that are full of stereotypes. All this does not provide women a unique opportunity to discover and develop their potential in the church and society. Also, women’s relevance and contributions can be hampered if not allowed to put in their optimum. To avoid this, the researcher suggests that theological education should not discriminate against any gender, but should work to bring about gender justice by involving the feminist leaders in theological education in Nigeria. It is hoped that by pursuing these steps, theological education in Nigeria would be preparing the way to sustainable development of the mission of Christ on earth.

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