Original Research - Special Collection: Applied subjects, Practical Theology and Science of Religion

The pedagogical role of multicultural leadership in post-apartheid South Africa

Gordon E. Dames, Glenda A. Dames
HTS Teologiese Studies / Theological Studies | Vol 70, No 1 | a2106 | DOI: https://doi.org/10.4102/hts.v70i1.2106 | © 2014 Gordon E. Dames, Glenda A. Dames | This work is licensed under CC Attribution 4.0
Submitted: 03 December 2013 | Published: 09 July 2014

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Gordon E. Dames, Department of Philosophy, Practical and Systematic Theology, University of South Africa, South Africa
Glenda A. Dames, Department of Philosophy, Practical and Systematic Theology, University of South Africa, South Africa


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Abstract

Practical theology in the 21st century is faced with increasing diversity that requires a new pedagogy to address multicultural challenges. Multiculturalism serves as a subversive agency for monocultural and ‘silent minority’ landscapes. It might also contribute to the development of an identity pedagogue for the three public spaces of theology, specifically in South Africa, where this new democracy seeks a new culture of humanity and has to deal with the dichotomy of a multicultural society and a resistant monocultural ‘laager’ mentality of minority races. Despite the promising start to its democracy, South Africa has many social challenges and practical theology has a role to play by reflecting on how we understand and embody the relationship between faith, culture and public life. To this end, this article seeks to reflect critically on spirituality, leadership and social transformation praxis in search of meaning-forming multicultural praxes.

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