Decolonising theological education in the eyes of African Theologians: Lessons for the church

Abstract

Sub-Saharan African countries including Zimbabwe taught and continue to teach students in ministerial formation Western theology using pedagogy that is not contextual to address African concerns. The quality of education and the methods used do not prepare students to encounter the challenges of the dynamic global, social, economic and technological environmental advancement. The definition of theology as the study of God needs to be rethought because theology is not only the study of God. Instead, it involves the study of how God interacts with His creation. This expanded definition has allowed some theologians the likes of Canaan Banana and others to scratch where Africa itches in the bid to meet the goals of Agenda 2063 of the Africa we want. Using desk research, this article seeks to explore decolonisation in theological education in the spectacles of some African theologians in order to draw lessons for the church in Zimbabwe. Through their insights that deal with aspirations and passion of the African continent, the article concludes by suggesting African teaching methods that are contemporary to the needs of Africans for sustainable development as a way to decolonise theology.

Intradisciplinary and/or interdisciplinary implications: A call to decolonise theological education in the spectacles of African theological giants brings insights for the church to be relevant in Africa, in line with achieving Agenda 2030 and 2063 goals. This subject matter is informed from the discipline of theology, political theology, political science, education as well as sociology.