NDLI: Decolonising the concept of the Trinity to decolonise the religious education curriculum

Content Provider	African Journals Online (AJOL)
Author	Anné H. Verhoef
Abstract	This article brings into perspective the need to decolonise the concept of the Trinity (as the specific doctrine and Christian name of God) as a crucial step in decolonising the religious education curriculum. It discusses the concept of decolonisation and its applicability to religious education, specifically Christianity, within higher education (e.g. in Teacher Education Programmes) in the South African context. God as the Trinity has throughout the history of Atlantic slavery and colonialism been employed to legitimise colonial rule and it, therefore, needs to be decolonised. To decolonise the concept of the Trinity is, however, highly problematic, as the historic relation between Christianity and African traditional religions (ATRs) indicates. Decolonising the concept of the Trinity can quickly develop into a tension between a position of either continuity or discontinuity (of ATR with Christianity). Contribution: This article argues for an alternative approach for the decolonisation of the concept of the Trinity, namely to allow for the deconstruction of the concept of the Trinity, and by implication of other concepts – like decolonisation and religion – as well. This approach is proposed to develop more openness and playfulness with regard to religious beliefs in general. I argue that this may provide a hopeful, open and just vision of life which should be part of the decolonised religious education curriculum.
File Format	PDF
ISSN	02599422
e-ISSN	20728050
Journal	HTS Teologiese Studies / Theological Studies
Issue Number	4
Volume Number	77
Language	English
Publisher Date	2021-08-03
Access Restriction	Open
Subject Keyword	Religion Trinity decolonisation religious education theology deconstruction African Traditional Religions curriculum
Content Type	Text
Resource Type	Article
Subject	Religious Studies

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