The voicelessness of theology and religious studies in contemporary Africa: Who is to blame and what has to be done? Setting a new agenda

Amanze, James N.

doi:10.7832/40-3-28

Cited by 6 publications

(6 citation statements)

References 2 publications

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“…Rodney (2012); Musitha & Mafukata (2018) are of the view that decolonizing education, including Religious Education, is a catalyst for developing human capital which is likely to steer Africa towards economic, social and political development. This is supported by Amanze (2012) & Tshimpaka (2018 who noted that a decolonized curriculum of theology and religious studies will help Africa respond and deal with the developmental needs, challenges and aspirations of its heterogeneous population based on human rights, economic and political justice. Specifically, Ogbonnaya (2012) & Kagema (2015 are of the view that African traditions and culture can be used as a solution to conflicts, ethnic and inter-tribal tensions and wars, violence, hatred, poverty, environmental degradation, diseases, hunger, economic mismanagement and injustices that continue to prevail in the midst of colonial religious environment.…”

Section: Rationale Of Decolonizing Religious Educationmentioning

confidence: 99%

Decolonizing Religious Education to Enhance Sustainable Development in Africa: Evidence from Literature

Muasya

2021

East Afr. j. educ. stud.

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Decolonizing knowledge is the process of questioning, changing and transforming imposed theories and interpretations brought about by colonial systems. In particular, decolonizing Religious Education involves challenging religious systems and structures imposed by colonial masters. During the colonial period, religion was used as a tool of 'racism', 'apartheid' ‘indoctrination’, ‘evangelisation’ and ‘exploitation’, yet it is a subject that acknowledges and respects the diversity of African beliefs and culture. By decolonizing the Religious Education curriculum, the subject is likely to become a powerful tool for promoting sustainable development in Africa. In this paper, I argue that decolonized Religious Education is likely to contribute to development in Africa in a variety of ways; resolving conflict and peacebuilding, management and conservation of natural resources, in addition to promoting appropriate religious beliefs and moral values. I conclude this paper by presenting a rationale for the inclusion of a multi-faith Religious Education curriculum in Kenya, while decolonizing Religious Education pedagogical approaches, in order to actualise Kenya's Vision 2030 and Big Four Agenda of the Jubilee Government

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Section: Rationale Of Decolonizing Religious Educationmentioning

confidence: 99%

Decolonizing Religious Education to Enhance Sustainable Development in Africa: Evidence from Literature

Muasya

2021

East Afr. j. educ. stud.

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“…(p. 353) Many believers still hold these views in their thinking and actions with an anxiety that the future of religion is in danger. I find this anxiety with some African scholars, like Amanze (2012). However, postmodernism has found the narrow understanding of rationality 'to be an inadequate cornerstone on which to build one's life' (Bosch 1991:353).…”

Section: A Global Missional Historical Frameworkmentioning

confidence: 99%

“…North American theologians began to espouse a theology of the 'death of God' (Bosch 1991:270). According to Amanze (2012), it seems as if this characteristic of the enlightenment (Amanze describes it as 'secularisation') only recently started to influence Africa when he writes:…”

Section: A Global Missional Historical Frameworkmentioning

confidence: 99%

Influence of hermeneutics on theological education: A case study at North-West University

Nel¹

2021

Reformed Theology in Africa Series

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to a rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research JustificationIn this book, a critical engagement with theological education in Africa is offered. As the book originates from South Africa, it is presented from a South African perspective although contributors are situated accross the African continent and abroad. The common denominator is, however, that all contributers are, in some way or another, invested in theological education in Africa.The main contribution of this collaborative work is to be sought in the insights it offers on four main areas of theological education: a historical and current orientation on theological edcuation in Africa, some paradigm shifts in theological education in Africa, ministerial formation needs versus theological education challenges and a critical reflection on elective models and methods. This book presents an original and innovative research of scholars involved in theological higher education, as it is grounded in the respective fields of interest of each contributor. It contributes to a better understanding of the complex African theological higher education landscape, a complex landscape that is experiencing even greater challenges since the dawn of COVID-19, which is noted in the research findings.Methodologically, the work draws on a combination of methods, including literature studies, empirical work and, in some cases, sectional offerings from doctoral studies, as indicated in the various chapters.The centre target consists of scholars in the field of higher theological education in Africa. No part of the book was plagiarised from another publication or published elsewhere before.

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“…Wahl, citing some of the leading scholars in theological education in Africa, lists four current challenges as 'access; the lack of resources; sociopolitical and social-economic illness; and an Africanised scholarship and curricula' (Wahl 2013:269). Amanze (2012) addresses the decline in numbers and research output of theological faculties in universities across Africa as caused by: government's quest for social and economic development driven by science, not religion; the abstract nature of theology inherited from western paradigms which fails 'to address contemporary issues affecting the life of Africans in concrete terms' (Amanze 2012); and religious fundamentalism because it is:…”

Section: Commodification Of Theological Education In Africamentioning

confidence: 99%

“…The market in this case is not business but the multiple social and economic challenges in Africa. Amanze (2012) summarises his point as follows:…”

Section: Commodification Of Theological Education In Africamentioning

confidence: 99%

Commodification, decolonisation and theological education in Africa: Renewed challenges for African theologians

Hadebe

2017

HTS Teologiese Studies / Theological Studies

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The commodification of higher education is a global phenomenon that many argue has reduced education into a product that serves the interests of global capitalism and perpetuates the hegemony of western knowledge. Decolonisation discourses demand for access and an Africanised curriculum constitutes resistance to commodification. Theological education as part of higher education has not escaped commodification. African theologians pioneered resistance against the hegemony of western theologies. However, there are additional factors driving commodification, such as high demand for training, that outstrip supply because of the phenomenal growth of Christianity and rise in Christian consumerism. African theologians therefore need to continue resisting western hegemony and also pursue critical dialogues with decolonisation movements as well as all stakeholders such as churches, government and civil society as resistance to commodification. The inclusive and communitarian methodology of the Theological Colloquium on Church, Religion and Society in Africa will be critically assessed for its potential as a possible model.

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The voicelessness of theology and religious studies in contemporary Africa: Who is to blame and what has to be done? Setting a new agenda

Cited by 6 publications

References 2 publications

Decolonizing Religious Education to Enhance Sustainable Development in Africa: Evidence from Literature

Decolonizing Religious Education to Enhance Sustainable Development in Africa: Evidence from Literature

Influence of hermeneutics on theological education: A case study at North-West University

Commodification, decolonisation and theological education in Africa: Renewed challenges for African theologians

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