In the first part of this article, Africanity as a concept within research methodology is explored in the dialogical spaces between the binaries of racial identity and group identity, indigenous and traditional values, post-colonialism and post-racialism, blackness and African, as well as eliminativist and conservationalist. In the second part, the research carried out in two townships in the eMakhazeni Local Municipality in Mpumalanga, South Africa's most eastern province, is described in terms of parameters and process. The townships involved are Sakhelwe (...) in Dullstroom-Emnotweni and Emthonjeni in Machadodorp-eNktokozweni. The research focuses on interviews with young people between the ages of 18 and 24 on the potential of faith-based organisations to assist them in moving from the 'margins' of society to positions of social cohesion. The third and main part of the article, is dedicated to lessons learnt and experience acquired when research is carried out in a rural area from an Africanity perspective. This entails, inter alia to be sensitive towards power relations in research; respecting indigenous values within group identities; not predefining the youth, using indigenous definitions of 'agency' and 'marginalisation'; to engage in observation rather than interpretation; and to decolonise the research process when regarding interpretation as an act of colonisation. (shrink)

This article explores children’s narrative identity formation and the impact of adult–child relationships on shaping a child’s narrative. The formation of identity in all children is vulnerable to a culture of ‘adultism’, wherein the authority wielded by adults can potentially subject children to abuse and neglect. Consequently, adultism has the aptitude to hinder the constructive development of a life-affirming identity in children. The primary objective of this article is to develop a childist narrative theology of praxis methodology, aimed at raising (...) consciousness and educating adults on both life-denying and life-giving ways of engaging in the process of children’s narrative identity formation.To achieve this goal, the methodology is developed by adapting Denise Ackermann’s ‘feminist theology of praxis’ to focus specifically on children. The application of feminist theory principles is deemed relevant to the social standing of children as it aligns with the broader goal of liberating oppressed groups, whether women or children. Additionally, John Wall’s work is employed to elucidate the terms ‘childist’ and ‘childism’ as interpretive frameworks. Positioned within the scientific domain of Practical Theology, this study seeks to transform conditions that impede human flourishing into opportunities for positive change.The research objectives determine that a literature review will be suitable to gather essential information for the formulation of a childist narrative theology of praxis. This review, characterised as explorative and descriptive, is conducted within the field of Practical Theology.Contribution: The significance of this study is underscored by its exploration and description of the pastoral functions of consciousness, awareness-raising, and education concerning adult–child relations. By scrutinising these pastoral functions, the emphasis is placed on the proactive, preventive, and universal aspects of pastoral care in the context of children, thereby contributing valuable insights to the discourse. (shrink)

Digital technologies have become an integrated part of everyday life, and this development has not left relationships untouched. A need exists for theological reflection on the interaction between the dynamic contexts of the digital age and Christian marital relationships. The relational implications of the digital age are quite vast; therefore the focus of the article will be limited to online identity formation as a particular challenge of the digital age. Employing the method of a literature study within the scientific field (...) of practical theology, this article explores the interplay between online identity formation and Christian marriage. It suggests that online identity formation exists around a reciprocal interaction with two prominent qualities of Christian marriages: The expansion of the self and one-ness. When considering the interplay between online identity formation and Christian marriage, awareness can be created regarding the marital implications of spouses' online engagements, which may enhance contextual pastoral care with a relational focus within the digital age. CONTRIBUTION: The article contributes to practical theological reflection on challenges posed to Christian marriages by the digital age. It is aimed at stimulating pastoral thinking regarding online identity formation and its adverse effects on so-called one-ness in Christian marriages that can enhance pastoral care with a view on the flourishing of couples in the digital age. (shrink)

‘Teachers expect parents to teach you. Parents expect teachers to teach you. So actually you learn nothing and nobody wants to talk about it’. This quote from this research study is an adolescent girls’ cry for liberation from the silence related to sexuality because of the general reluctance of adults to talk to them about it. Given the growing concerns raised about the sexual and reproductive health of adolescents in South Africa, the aim of this study was to conduct research (...) with adolescent girls as subjects in order for girls’ voices to enhance adult researchers’ understanding of children’s need for support and guidance in the context of sexuality education. The purposively selected sample included 75 participants from three diverse high schools in the Western Cape. The research was conducted using a phenomenological approach that values the lived experiences of participants as significant in contributing to the knowledge on adolescent sexuality. A qualitative interpretative research design was applied to collect the data. This article argues that adults cannot help adolescents in their sexual emancipation – to be free – if they themselves are not free. If they were free, they would have been able and willing to engage with adolescents in every aspect, which includes their sexuality. Including adolescent girls as partners in transforming sexuality education is presented as a core principle for the sexual emancipation of both adolescent girls and adults. (shrink)