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Biblical & Historical Studies, Theological Studies & Ethics

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Browsing Biblical & Historical Studies, Theological Studies & Ethics by SDG "SDG4"

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    Apartheid and theological education: an investigation of the theological education provided at St. Bede’s Theological College in Umtata, 1950-1992.
    (2023) Kasaba, Emilio.; Denis, Philippe Marie Berthe Raoul.
    The Church of England came to South Africa with British missionaries, and settlers who had a hard time with indigenous people whom they tried to evangelize. The Church grew under Robert Gray the first Bishop. Before Gray, the bishops from India managed the South African places. Bishop John William Colenso came with a follower named Henry Callaway whom he inspired to do good work among the natives. Callaway had a passion for the growth of the Church to other parts of the country. He became the first bishop in the new diocese called the Diocese of St. John, which was established in Transkei. The National Government could not allow whites to mix with blacks. The early Anglican missionaries realized the need for the growth of the church which depended on the establishment of colleges. Three theological colleges were established, St. Peter’s in Rosettenville, St. Paul’s in Grahamstown and St. Bede’s in Umtata. The first two were for whites, while St. Bede’s was specifically for native students for ministry. So, the establishment of the theological colleges was racially-based. Apartheid had a huge impact on theological education in the Anglican Church. This research looked at St. Bede’s Theological College as a case study on the separation of races in the Anglican Church of South Africa. The primary and secondary sources, used for the study are, the archives and the interviews with former students of St. Bede’s and people who had closer contact with St. Bede’s Theological College in Umtata. The aims of the study to understand the impact of apartheid, with its racial separation of people, on theological education and know more about Transkei as a homeland, whose independence was only recognized by South Africa. The used Critical Race Theory analyses race and matters around race, power, justice and equity. Participants did not observe racism in the college but rather in the effects of apartheid on the college.
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    Exploring the role of the United Church of Zambia in institutional education in the public space.
    (2019) Zulu, Mary Mwiche.; Kumalo, Simangaliso Raymond.; Siwila, Lilian Cheelo.
    This study sought to explore to what extent the United Church of Zambia (hereafter the UCZ), understands its role in institutional education that is in the public space. The problem of the study was conceptualized in the background formation of the UCZ, in which it inherited an institutional education ministry that is in the public space, and is referred to as its mission schools. Despite the UCZ being in existence since 1965, the preliminary literature search revealed that there is very little, if any, literature that describes the role of the UCZ in institutional education that is in the public space. The study further problematized that what is often described of Church schools to be Christian Education falls short of the theological distinctions in the light of secular philosophies that govern public educational systems. Therefore, the study explored the interpretation of Christian education from a theological, historical and philosophical perspective to locate what the UCZ understands of its role in institutional education. The key question that this study engaged with is: “to what extent does the UCZ understand its role in institutional education that is in the public space?” The key findings of this study can be categorised into three areas; philosophical, theological and in systems theory. The UCZ lacks an institutional philosophy of education that makes its role appear ambiguous in meaning and purpose. This is shown in the understanding of its role as secular and sacred, with the grant aided schools representing the former, and the private schools the latter. In addition, despite its strong background of understanding that education is for evangelism, the trends, patterns and relationship of its education ministry indicate a lack of ethos as it depends so much on the humanistic secular philosophies that determine modern education. This has led me to conclude that the UCZ lacks a defined policy and administrative structure for its education that is in the public space. Therefore, it allows the Church to perpetuate a hegemonic theology of mission in that projects a Eurocentric model of education. As a result, the role of the UCZ is seemingly weak in terms of defining its role- identity and purpose in education that is in the public space. It is much more evident now as this study finds that the UCZ does not have a comprehensive system to manage all its educational ministry.