Public pastoral care as nexus and opportunity for a transformed practical theology within decolonisation discourse in South African higher education

• Published in: In die skriflig : tydskrif van die Gereformeerde Teologiese Vereniging Vol. 52; no. 1; pp. 1 - 10
• Main Author: Magezi, Vhumani
• Format: Journal Article
• Language: English
• Published: Potchefstroom AOSIS 01-01-2018; African Online Scientific Information Systems (Pty) Ltd t/a AOSIS; AOSIS (Pty) Ltd; Reformed Theological Society
• Subjects: African culture; African literature; Audiences; challenge to decolonise theology; College curriculum; Colonialism; Community; Corruption; Counseling; Curricula; decolonisation of practical theology South Africa; Decolonisation of theology South Africa; Decolonisation of university curriculum; decolonised practical theology; decolonised theology curriculum; Decolonization; Education; Educational aspects; Higher education; Humanities; Oppression; Political aspects; Practical theology; Religion; Religious aspects; Religious organizations; Social aspects; Society; South Africa; Spirituality; Theologians; Theology; theology in SA; Universities and colleges; South Africa; Africa
• ISSN: 1018-6441; 2305-0853; 2305-0853
• DOI: 10.4102/ids.v52i1.2327

The discussion on decolonisation of universities that started in 2015 has been raging in different spaces within South Africa and other parts of the world. The question of the relevance of the curriculum in universities, which is a curriculum that is responsive to South African and African issues, has come to the forefront. The discipline of Theology has also been challenged to reflect on its curriculum. Given these developments, this article considers practical theology within the on-going discussion of decolonisation in South African universities. In doing so, it attempts to address the question: What are some of the issues to consider in decolonisation of practical theology in South Africa universities? Firstly, the article sketches the background to the context of the discussion. Secondly, it provides a synopsis of the discussion of decolonisation in universities. Thirdly, it highlights some colonial entanglements of practical theology evident from the current situation. Fourthly, it proposes pointers for basic steps towards decolonisation of practical theology. Fifthly, it concludes by highlighting the threats to the proposed decolonisation attempts. The article assumes a coloniality and decoloniality framework even though it is not explicitly stated.