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Introduction
This paper delves into the curricular area of theological education in practical theology. This study addresses structural and social violence, economic and ecological crises. It emphasizes the imperative for practical theology to confront these issues, advocating for a reflexive praxis to understand and pursue justice and liberation.
Focusing on a theological school in Madagascar situated within the socio-political context marked by economic crises and enduring colonial effects, the theological school endeavors to realize a vision of justice for the nation's well-being. By exploring how the theological school engages with this vision and assesses the effectiveness of its methods, this study seeks to uncover obstacles hindering justice and envisioning a transformative pedagogy. In this context, the theological school strives to realize a vision of justice encompassing spiritual, moral, cultural, social, and economic well-being, thus contributing to social transformation within its community.
Methodology
This research employs a multidisciplinary approach, utilizing critical qualitative research methodologies, practical feminist theology, and a liberative transformative paradigm. Critical qualitative research facilitates dialogues and encourages critical listening to individuals' lived experiences. Practical feminist theology methods examine the intersectionality of ecology, class, race/ethnicity, and gender, elucidating the complex dynamics at play and aiming to explore approaches within religious education that challenge structural and cultural violence while advocating for justice and liberation. The liberative transformative model engages embodied love as a spiritual and intellectual method that fosters trust and re-imagining education that nurtures conscientization—critical awareness and action of change.
Literature review
The existing research shows a gap in the practical approach to Madagascar's social achievement through pedagogical and theological aspects. This underrepresented academic investment in Madagascar's social development urged the need for more profound study, and this paper would open up to this threshold. Therefore, this study draws upon Cynthia B. Dillard's theory (2008) about embodying the intellectual and spiritual pursuit in research and Elizabeth Conde-Frazier's (2014) idea of theological inquiry on practical theology that serves as a reflective praxis to understand and foster transformation within the context of people's lived experiences and faith. Nicola Slee's (2020) feminist practical theological approach underscores the researcher's transformative potential and the pursuit of social transformation that my study aims for. Cindy Cruz's (2012) other emphasis on radical listening and the dialogical spiral model proposed by V. Kinloch and T. San Pedro (2014) shed light on some aspects of this social engagement. Lastly, Howard Thurman (1996) and Gustavo Gutierrez (2003) emphasize embodied love in supporting, nurturing, and preparing all participants for justice and liberation, echoing the main body of my study as well.
Aim and objectives.
This paper proposal utilizes a methodological framework integrating theological inquiry with social scientific research methods to investigate teaching and learning environments within a theological education institution. By employing these integrated methods, it aims to unveil obstacles hindering justice and envision a teaching and learning environment conducive to social transformation. Furthermore, through dialogue and critical listening, this study endeavors to nurture understanding, trust, and collective action toward realizing a shared vision of justice within the theological school community. This objective aligns to foster positive societal change by bridging the gap between theoretical frameworks and practical implementation in theological education. Ultimately, this paper proposal aims to contribute to developing innovative approaches in Practical Theology that facilitate deeper exploration and understanding of the dynamics shaping theological education and its potential for fostering social transformation.
The scope of the research
The scope of this paper is intricately designed in alignment with the visionary goals of the community I am actively engaged with, reflecting a shared commitment to justice and liberation. It aspires to make meaningful contributions to ongoing transformative efforts. The outcomes of this research are anticipated to elevate the teaching and learning environment within the theological school, subsequently influencing the broader trajectory of the country's development.
While the primary focus centers on theological education in Madagascar, the implications of this research extend beyond geographical boundaries, making valuable contributions to theological education and practical theology scholarship. The study aims to counteract the detrimental impacts of systemic oppression on people's lived experiences, thereby striving to transform the prevailing conditions of injustice. Additionally, it seeks to guide community in identifying equitable justice commitments within Africa and on a global scale, emphasizing the liberation of the oppressed.
Bibliography
“2022 Global Multidimensional poverty index (MPI) -Unpacking deprivation bundles to reduce multidimensional poverty,” United National Development Program (UNDP), Human Development Reports, (October 17, 2022). https://hdr.undp.org/content/2022-global-multidimensional-poverty-index-mpi#/indicies/MPI.
Conde-Frazier, Elizabeth. “Participatory action research.” In Miller-McLemore, Bonnie. Ed. The Wiley Blackwell Companion to Practical Theology. Chichester: Wiley, 2014, 234-243.
Cruz, Cindy. “Making Curriculum from Scratch: Testimonio in an Urban Classroom.” Equity & excellence in education 45, no. 3 (2012): 460–471.
Dillard, C. “When the Ground Is Black, the Ground Is Fertile: Exploring Endarkened Feminist Epistemology and Healing Methodologies.” In Denzin, Norman K, Yvonna S. Lincoln, and Linda Tuhiwai Smith. Eds. Handbook of Critical and Indigenous Methodologies. Los Angeles: Sage, 2008, 277-292.
Freire Paulo, Myra Bergman Ramos, Donaldo P. Macedo and Ira Shor. Pedagogy of the Oppressed. London: Bloomsbury, 2018.
Gutiérrez, Gustavo. We Drink from our Own Wells: The Spiritual Journey of a People. 20th anniversary ed. Maryknoll, N.Y: Orbis Books, 2003.
hooks, bell. Teaching to transgress: Education as the practice of freedom. New York and London: Routledge, 1994.
Kinloch, V. and San Pedro, T. “The Space between Listening and Storying: Foundations for Projects in Humanization.” In D. Paris & M. Winn. Humanizing Research: Decolonizing Qualitative Inquiry with Youth and Communities. Eds. Los Angeles/London: Sage, 2014, 21-42.
Miller-McLemore, Bonnie J. The Wiley Blackwell Companion to Practical Theology. Wiley-Blackwell Companions to Religion. Chichester: Wiley-Blackwell, 2012.
Simpson, Audra. “On Ethnographic Refusal: Indigeneity, ‘Voice,’ and Colonial Citizenship.” Junctures, 9, 67-80.
Slee, Nicola. Fragments for Fractured Times: What Feminist Practical Theology Brings to the Table. London: SCM Press, 2020.
Thurman, Howard. Jesus and the Disinherited. Boston. MA: Beacon Press, 1996.
Tuck, E. & K. W. Yang. “R-Words: Refusing Research.” In D. Paris and M. Winn. Humanizing Research: Decolonizing Qualitative Inquiry with Youth and Communities. Eds. Los Angeles/London: Sage, 2014, 223-247.
Abstract for Online Program Book (maximum 150 words)
This paper explores theological education as a methodological approach and academic discipline within practical theology, emphasizing its role in understanding and catalyzing transformation lived experiences and faith. Drawing from practical theology focuses on reflexive praxis, the research focuses on the teaching-learning environment of a theological school in Madagascar, contextualized within socio-political complexities. Employing critical qualitative research methodologies, practical feminist theology, and liberative transformative paradigms, the study assesses religious education’s alignment with a vision of justice and the efficacy of its practices. The paper advocates integrating theological inquiry with social scientific research methods, promoting dialogue, critical listening, and collective action toward justice within the theological school community. By bridging theory and practice in religious education, this research aims to foster positive societal change, with implications extending beyond geographical boundaries to address cultural and structural violence and advance justice globally.