Pioneering a Theological Curriculum for Our Time and Place—The Case of Akrofi-Christaller Institute of Theology, Mission and Culture

Abstract

“Decolonizing the mind” (Ngugi) is an ongoing task, even after 50 years or more of political independence. This is particularly the case with respect to theological education, where norms and structures still faithfully follow the Western pattern laid down in the colonial era. New initiatives in theological curriculum development that authentically connect with African issues and concerns and enable theological institutions to break from the shackles of these are an ongoing need, with developments on the African continent making such initiatives ever more urgent. This paper describes and analyzes the pioneering approach of the Akrofi-Christaller Institute (ACI), an indigenous Ghanaian institution, the background to its emergence and the process of implementation over the course of the past 25 years that has produced a successful, full-orbed and wide-ranging theological curriculum connecting with religious, cultural, social and inter-faith issues; the facilitating factors and the challenges on the journey and lessons that could be learned by other institutions wishing to indigenize their curricula. It is hoped that Kwame Bediako’s thinking on curriculum design for theological education which has shaped the ACI story of curriculum innovation, as well as the story of its implementation and ongoing development, may provide a model for other institutions desirous of breaking free from the colonial mode, in Africa and beyond in the non-Western world, and facing similar issues. After briefly setting ACI in its historical context, the paper goes on to elucidate the overall vision of the Institute that undergirds the curriculum and provides the rationale for its development. It identifies the fundamental pillars on which the curriculum rests and outlines a model for the basic framework of the curriculum. It then goes on to analyze the ways in which such a vision and framework enable a fresh approach to what has hitherto been seen as normative in the theological disciplines, with a view to creating space in the curriculum to address present-day African (and other non-Western) felt needs in mission and ministry. The paper touches on more recent developments to the original curriculum in response to emerging contextual issues and concludes with possible lessons that may be learned from the ACI story.