Browsing by Subject "Feminist perspectives"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Open Access
    Luke and the marginalized : an African feminist's perspective on three Lukan parables (Luke 10: 25-37; 15: 8-10 ; 18: 1-8)
    (1992) Matsoso, Irene Martina Litseoane; Mazamisa, Welile
    Part I of this study introduces the problem and the feminist methodologies to be employed in the thesis. The argument is that biblical scholarship and interpretation was based on Western patriarchal androcentric and sexist approach which considered maleness as normative human behaviour. The feminist approach to the parabolic interpretation is introduced as a contrast to the normative male dominated Western scholarship. Feminist theology demonstrates convincingly that the androcentric and misogynist bias of patriarchal tradition is serious. Then again, American, European African women theologians realize the need has arisen to establish alternative norms and sources of tradition to challenge these biases, and women seek a reconstruction or re-envisioning of the theological themes that will free males from these biases. While sharing these concerns I want to discuss these issues from the point of view of the Circle of Concerned African Women Theologians whose founding person is Mercy Oduyoye. These women feel oppressed by their African culture, religion and White domination. The African context will be represented by the Lesotho situation whose areas of similarity in oral mentality, culture and mode of life between the Basotho people and the ancient Jewish culture are close. Part II presents a historical interpretation of the three selected parabolic paradigms. These are: The parables of The Good Samaritan (Luke 10: 25-37), The Lost Coin (Luke 15: 8-10) and The Unjust Judge (Luke 18: 1-8) . This presentation is exposed by a selection of three scholars who typify the approach and views of their generation in the interpretation of each respective parable. Part III focuses on critical analyses of the three parables. The structural, exegetical, hermeneutical and African feminist's analysis will be the burden of this section. The conclusion will be the culmination of the present study.
  • Thumbnail Image
    Item
    Open Access
    Pluralism in religion education : a feminist perspective
    (1994) Potgieter, Sharon Jane; Chidester, David
    The premise throughout this thesis is that religious education at state schools has hopelessly failed. Teachers are generally apathetic and pupils disinterested and bored by a repetitive content which, for the most part, is a duplication of what happens in Sunday school. Christian National education, the dominant ethos and philosophy underlying educational methodology, denies the plurality of the South African society and the plurality within Christianity itself. Calvinism is blithely promoted as normative Christianity while the existence of religions such as African Traditional Religion is denied. The challenge of pluralism in religion education is underlined, in this work, by a feminist analysis which derives from a personal experience. Any black woman of faith experiences a triple oppression it is held. To this end, the effects of racism, sexism and patriarchy is addressed with the view to contribute towards the transformation of the state of both education and religion in the South African context. The argument throughout is that a religion education in schools, which is going to reflect the diversity of our society, has to include in its definition of pluralism, the category of gender. An overview of the state of religion in education serves as an introduction while plurality and the role of the state is defined in chapter one. The point that gender, as a category of plurality, must be consciously included in its definition, if it aims to restore the full humanity of those who have been dispossessed, is promoted. Chapter two focuses on the position of women within religion which has hitherto been a negative one and chapter three shortly attempts to clarify the inherent definitional problem of Religion Education and argues for a recognition and position of African Traditional Religion in the school syllabus. Chapter four focuses on the very important question of language since it is language that constructs our heritage. The symbolic appeals language evokes is further considered and critiqued. The point that masculine language and imagery has to be revised in any pursuit of a just and acceptable religion education is further argued and the implications thereof, set out. Religious texts are appropriated from a feminist perspective in chapter five and traditional theology challenged. Examples as to how to read into the text and to read behind the text, in order to rediscover women's lost history, are given. Texts which are common to the Abrahamic religions are chosen for its accessibility and immediate relevance.