Decolonising the commercialisation and commodification of the university and theological education in South Africa

Methula, Dumisane W

doi:10.4102/hts.v73i3.4585

Cited by 10 publications

(8 citation statements)

References 9 publications

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“…Although the business model of being a church is also inward, the sad reality about it is that it only benefits a few individuals (in this case, pastors who are also considered the vision bearers). The business imaginary model of being a church relates well with what Methula (2017) states when discussing about the prosperity gospel:…”

Section: A Business Ecclesiologymentioning

confidence: 84%

The recovery of the prophetic voice of the church: The adoption of a ‘missional church’ imagination

Baron

Maponya

2020

Verbum et Ecclesia

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The social context of church members spawns different ecclesial imaginations of the nature of the church. Those different ecclesial imaginations often function within one particular church. It interacts with each other – in isolation, competition or hostility – to ultimately shape the life of that church. This article discusses the result of a historical study in which the authors dissected the primary ecclesial imaginations of members of churches in South Africa. The authors, therefore, discuss three of the ecclesial imaginations that emanated from the research, which can be observed within the sampled congregations. The authors argue that because the congregants of the churches have such ‘ecclesiological imaginations’, the prophetic voice of the church in South Africa has become silent. Therefore, the authors suggest that the members of the churches in South Africa should re-imagine the nature of the church in terms of the missio Dei if it wants to recover the prophetic voice of the church. The authors conclude that the missional church discourse provides specific conceptual tools to assist congregations to recover the prophetic voice of the church in South Africa.Intradisciplinary and/or interdisciplinary implications: This article demonstrates the relationship between societal context and its influence and impact on the emergence of ecclesial imaginations. There is an interaction between the discipline of social science, humanities, theology and missiological discourses in terms of the challenge that the authors address in this article.

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Section: A Business Ecclesiologymentioning

confidence: 84%

The recovery of the prophetic voice of the church: The adoption of a ‘missional church’ imagination

Baron

Maponya

2020

Verbum et Ecclesia

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“…It is assumed that these protests also triggered debates on what the concept of "decolonisation" means to scholars and authors. Various scholars (Chaka, Lephalala, and Ngesi 2017;Fomunyan 2017;Methula 2017;Sayed, Motala, and Hoffman 2017) agree that the term has various interpretations, as determined by the contextual use. Many scholars have associated it with transformation, Africanisation, and African intellectuals such as Ngũgĩ wa Thiong'o, Julius Nyerere, Frantz Fanon, Thabo Mbeki, Catherine Odora Hoppers, and many others (Costandius et al 2018;Fomunyan 2017;Shava and Manyike 2018;Uzomah 2018).…”

Section: Introductionmentioning

confidence: 99%

Using the School Environmental Education Programme (SEEP) to Decolonise the Curriculum: Lessons from Ufasimba Primary School in South Africa

Zimu-Biyela

2019

International Journal of African Renaissance Studies - Multi-,

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The topic of decolonisation has become a contested terrain because of the curriculum challenges facing education systems in Africa, particularly South Africa. To address these challenges, many scholars have underscored the importance of using socio-culturally relevant curricula in Africa. This article is divided into two sections. First, it explores challenges facing education systems in Africa and how decolonisation and socio-culturally relevant curricula, resources, and teacher training can provide answers to those challenges. Then the article explains how Ufasimba Primary School emerged as a school where the School Environmental Education Programme (SEEP) was used to decolonise the curriculum. The challenge, however, was that the Department of Basic Education (DBE) in the KwaZulu-Natal province in South Africa had not made it mandatory for schools to implement the SEEP. This study recommends that the integration of the SEEP into the curriculum should be mandatory at primary education level. A qualitative approach and a grounded theory method, underpinned by the social constructivist paradigm, were used for this study. Data collection methods included semi-structured interviews and the observation method. The basic principles of grounded theory and the NVivo software program assisted in the data analysis for this study.

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“…The university has to be seen leading from the front as a giant university in (South) Africa with regard to decolonization of university structures, curriculum change, and epistemological paradigm shift which must incorporate shifting from Eurocentric knowledge systems of the current university to an Africa‐centered and ‐orientated knowledge (Methula, ). In addition, Methula () argues that this university has to be leading in the implementation of transformational change that would see “change of university cultures and systems that are alienating.” This mandate has to be led from existing philosophy of the university. It is evident thus far that the University of South Africa would find this increasingly difficult.…”

Section: Introductionmentioning

confidence: 99%

The paradoxical meanings of the artifact owls (Athene noctua) at the University of South Africa: An impediment to transformation, decolonization, and Africanization discourse

Mafukata

Moseki

Khan

2019

Journal of Public Affairs

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This paper interprets the expressions embedded in the artifact Owls displayed at the Theo Van Wijk building of the University of South Africa (Unisa) in relation to the university's transformation, decolonization, and Africanization discourse. These artifacts are said to depict Unisa as a space of wisdom; this in terms of Greek mythology and philosophy. The use of Greek mythology and philosophy in a university meant to be promoting African values, systems, and beliefs contradicts the university's transformation, decolonization, and Africanization discourse. Philosophical inquiry was adopted to intellectually interpret what these artifact Owls expressed. The paper found that these Owls are a point of contestation and conflict between Western and African cultures. The perpetual display of these Owls upholds and sustains tendencies of colonialism and apartheid although discarding Africannes. Unisa is reduced into a Western‐centric space of little and irrelevant significance for the postapartheid democratic state. These artifact Owls must be removed and replaced by an African‐friendly symbolism of wisdom. Sankambe could be the best option.

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Decolonising the commercialisation and commodification of the university and theological education in South Africa

Cited by 10 publications

References 9 publications

The recovery of the prophetic voice of the church: The adoption of a ‘missional church’ imagination

The recovery of the prophetic voice of the church: The adoption of a ‘missional church’ imagination

Using the School Environmental Education Programme (SEEP) to Decolonise the Curriculum: Lessons from Ufasimba Primary School in South Africa

The paradoxical meanings of the artifact owls (Athene noctua) at the University of South Africa: An impediment to transformation, decolonization, and Africanization discourse

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