Abstract
Background: The shifting identity of a first-year class over a decade in terms of demography and representation, inevitably led me to reflect deeply on what I teach them and how I facilitate the learning process. I had to pay close attention to decolonisation and contextualisation. The basic research question is: How does one reflect on the shifting identity of a first-year class and how does one decolonise a first-year module in Practical Theology and Missiology?Aim: To answer the research question by taking the following route. Firstly, aspects of the changed context and shifting identity will be discussed and secondly, attention will be given to what is meant by decolonisation, with specific reference to the curriculum. Thirdly, the focus will be on a proposed curriculum that uses a theo-dramatic approach. Fourthly, I reflect on the learning process (pedagogy) and how it also contributes to a shift in my own identity.Setting: The research is set against the backdrop of changes that took place over the last two decades in Higher Education in South Africa including the commodification of higher education, the lack of adequate financial resources and the #FeesMustFall movement.Methods: As the research design, a case study is selected for the study project.Results: The development of a new pedagogy.Conclusion: With this contribution I attempted to reflect, in the light of the changing profile of the class composition of a first-year module in Practical Theology and Missiology in terms of demography (BCI students), to what extent it also leads to a shift of identities.
Highlights
BackgroundThe shifting identity of a first-year class over a decade in terms of demography and representation, inevitably led me to reflect deeply on what I teach them and how I facilitate the learning process
At the beginning of 2020, I visited an art exhibition at the Sasol Art Museum of Stellenbosch University
What is important is that teachers in the classroom should open learning spaces where students can engage with one another in critical inquiry concerning their beliefs and values. With this contribution I attempted to reflect, in the light of the changing profile of the class composition of a first-year module in Practical Theology and Missiology, in terms of the demography (BCI students), to what extent it led to a shift of identities
Summary
The shifting identity of a first-year class over a decade in terms of demography and representation, inevitably led me to reflect deeply on what I teach them and how I facilitate the learning process. The basic research question is: How does one reflect on the shifting identity of a first-year class and how does one decolonise a first-year module in Practical Theology and Missiology?. Aspects of the changed context and shifting identity will be discussed and secondly, attention will be given to what is meant by decolonisation, with specific reference to the curriculum. Setting: The research is set against the backdrop of changes that took place over the last two decades in Higher Education in South Africa including the commodification of higher education, the lack of adequate financial resources and the #FeesMustFall movement
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