Centring gender transformation in African seminaries

Abstract

The obstacles encountered by women in the field of theological education extend beyond their historical underrepresentation and encompass the definition, formation, and structure of theological education. This is because existing theological education is biased toward men and is founded on androcentric theology, with a patriarchal culture that is dominant in African history. To effectively incorporate women’s concerns into theological education, a paradigm shift is necessary. While gender equality is acknowledged as a fundamental concept in higher education, steps have not been taken to change the way accredited theological institutions are set up to achieve this goal. This article outlines some options for institutional transformation to centre gender issues in Protestant theological education, including gender-sensitive perspectives in curriculum design, content, pedagogy, and the necessary institutional support.