| dc.description.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. | en_US |
