Women with Capacity: Gender and Theological Education
Dublin Core
Title
Women with Capacity: Gender and Theological Education
Subject
Gender and Theological Education
Description
Integrative theological education emphasizes that the acquisition of academic knowledge is not enough to be well-prepared as a minister; the development of the whole person, academically, practically, and spiritually, is needed to be equipped adequately to function as transformational leaders in church and society. To achieve this high aim, integration between the different disciplines, between theory and practice, and between "head, heart, and hands" is essential (Cahalan, 2017: ix). Moreover, to be contextually relevant, a theological institution, first of all, has to identify contextual issues and integrate these into the curriculum. Secondly, it needs to appreciate students as unique individuals, shaped by their socio-cultural background, experiences, and gender. Integrative theological education, therefore, continually fosters a mutual interference between academic excellence, contextual issues, and unique individuals through the holistic formation of men and women to serve church and society. This formation involves everything and everyone in and outside the classroom, the curriculum, and interactions between students and students and staff.
One of the pressing contextual issues is how to value diversity among men and women and how to take into account that they are going to serve in a context where gender inequality is real (Djomhoue, 2015:639; Trisk, 2015:58, Mombo, 2015:862). Theological institutions, as transformational instruments, shaping theological students' social and whole life, have an essential role in creating awareness of gender dynamics by questioning cultural and religious values and promoting human dignity. Men and women are created in the image of the triune God, equally called by God and differently gifted by the same God. Only together, do they represent God on this earth? Together they should take the lead in sharing God's light with humankind in a complex, changing, and sometimes dark world.1 Theological education that engages deliberately with gender issues can contribute to a critical reflection on the matter and ensures transformation in the direction of the reign of God’s kingdom (Kaunda, 2016:114). However, in many theological institutions talking about gender issues is suspected and the female voice is yet marginalized (Hendriks, 2012: 34; Stephen, 2011:7; Djomhoue, 2015:641; Phiri & Kaunda, 2017:388). A small-scale project at Justo Mwale University (JMU) investigated the view of female theology students on gender dynamics and the integration of gender within the curriculum.2 The rationale to listen to the female voice is both related to the identified need to consider minority voices within JMU3 and the conviction that the attentiveness to the lived experiences of women should be the starting point in addressing gender and theology (Mombo & Joziasse, 2012:188-189).
This article starts to define gender and describes the gender inequality within the context of Sub-Saharan Africa and in particular Zambia. It further demonstrates why it is essential to address gender in the curriculum. The main section of the article presents the findings of the project about gender and theological education at JMU. The outcomes, then, are classified and discussed. The article states that taking into account gender dynamics within a theological institution is crucial, but at the same time, very complex since they are closely related to the institutional culture of an institution. An open dialogue, a clear focus on the transformational task of theological education, and implementation of gender issues into the curriculum may enhance awareness of gender dynamics and increase gender equality within and beyond a theological institution.
One of the pressing contextual issues is how to value diversity among men and women and how to take into account that they are going to serve in a context where gender inequality is real (Djomhoue, 2015:639; Trisk, 2015:58, Mombo, 2015:862). Theological institutions, as transformational instruments, shaping theological students' social and whole life, have an essential role in creating awareness of gender dynamics by questioning cultural and religious values and promoting human dignity. Men and women are created in the image of the triune God, equally called by God and differently gifted by the same God. Only together, do they represent God on this earth? Together they should take the lead in sharing God's light with humankind in a complex, changing, and sometimes dark world.1 Theological education that engages deliberately with gender issues can contribute to a critical reflection on the matter and ensures transformation in the direction of the reign of God’s kingdom (Kaunda, 2016:114). However, in many theological institutions talking about gender issues is suspected and the female voice is yet marginalized (Hendriks, 2012: 34; Stephen, 2011:7; Djomhoue, 2015:641; Phiri & Kaunda, 2017:388). A small-scale project at Justo Mwale University (JMU) investigated the view of female theology students on gender dynamics and the integration of gender within the curriculum.2 The rationale to listen to the female voice is both related to the identified need to consider minority voices within JMU3 and the conviction that the attentiveness to the lived experiences of women should be the starting point in addressing gender and theology (Mombo & Joziasse, 2012:188-189).
This article starts to define gender and describes the gender inequality within the context of Sub-Saharan Africa and in particular Zambia. It further demonstrates why it is essential to address gender in the curriculum. The main section of the article presents the findings of the project about gender and theological education at JMU. The outcomes, then, are classified and discussed. The article states that taking into account gender dynamics within a theological institution is crucial, but at the same time, very complex since they are closely related to the institutional culture of an institution. An open dialogue, a clear focus on the transformational task of theological education, and implementation of gender issues into the curriculum may enhance awareness of gender dynamics and increase gender equality within and beyond a theological institution.
Creator
Marike Blok-Sijtsma
Source
published in Naidoo, M. (ed.) Making Connections. Integrative Theological Education in Africa. 2021, African Sun Media.
Publisher
African Sun Media
Date
2021
Contributor
Editor: prof Marilyn Naidoo, Department of Philosophy, Systematic and Practical Theology, College of Human Science, University of South Africa
Rights
African Sun Media, the editor and the author
Format
pdf
Language
English
Type
book chapter
Identifier
Integrative Theological Education in Africa
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