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Mainstreaming Hiv and Aids in Theological Education: Experiences and Explorations MAINSTREAMING HIV AND AIDS IN THEOLOGICAL EDUCATION: Experiences and Explorations Edited by Ezra Chitando EHAIA, 2008 Cover Design: Julie Kauffman ISBN 978-2-8254-1529-0 © 2008, WCC Publications, World Council of Churches P.O. Box 2100, 150 route de Ferney 1211 Geneva 2, Switzerland Website: http://www.oikoumene.org Printed in France by This book is not for sale in Africa 4 / MAINSTREAMING HIV AND AIDS IN THEOLOGICAL EDUCATION Contents INTRODUCTION: Theological Education in the Heat of Battle: Mainstreaming HIV and AIDS Ezra Chitando ..............................................................................................................................6 SECTION A EXPERIENCES CHAPTER 1 COMMUNITY TRANSFORMATION: A Case Study of St Paul’s Life Long Learning (SPILL), Master of Arts/Post Graduate Diploma in Community Care and HIV & AIDS Programme Maryann Mwangi......................................................................................................................19 CHAPTER 2 SEARCHING FOR CONTEXTUAL RELEVANCE: The Department of Theology and Religious Studies, University of Botswana’s Response to HIV and AIDS Rosinah Gabaitse .........................................................................................................................33 CHAPTER 3 MAINSTREAMING HIV AND AIDS IN THEOLOGICAL EDUCATION: A Case of Evangelical Institutions in Malawi Joseph Muyangata ......................................................................................................................49 CHAPTER 4 FIGHTING HIV AND AIDS WITH THE BIBLE: Towards HIV and AIDS Biblical Criticism Lovemore Togarasei ...................................................................................................................71 CHAPTER 5 OTHER WAYS OF BEING A DIVINER-HEALER: Musa W. Dube and the African Church’s Response to HIV and AIDS Ezra Chitando, and Rosinah Gabartse ...................................................................................85 CHAPTER 6 THE ECUMENICAL HIV AND AIDS INITIATIVE IN AFRICA (EHAIA) AND THE MAINSTREAMING OF HIV AND AIDS IN THEOLOGICAL PROGRAMMES Ezra Chitando ..........................................................................................................................103 MAINSTREAMING HIV AND AIDS IN THEOLOGICAL EDUCATION / 5 SECTION B EXPLORATIONS CHAPTER 7 WOMEN, YOUTH AND DEVELOPMENT IN THE ERA OF HIV AND AIDS: Integrating Issues in the Curriculum Susan Mbula Kilonzo ..............................................................................................................123 CHAPTER 8 INTEGRATING HIV AND AIDS IN THE TEACHING OF AFRICAN RELIGION Sussy Gumo Kurgat ................................................................................................................. 151 CHAPTER 9 DISCLOSING LAYERS OF SECRECY: Studying African Indigenous Religions in Contexts of HIV and AIDS Ezra Chitando .......................................................................................................................... 171 CHAPTER 10 INTEGRATING HIV AND AIDS IN THE STUDY OF CHRISTIAN ETHICS Kennedy Onkware ...................................................................................................................195 CHAPTER 11 TEACHING RELIGION AND GENDER IN CONTEXTS OF HIV AND AIDS IN AFRICA Lovemore Togarasei and Ezra Chitando ............................................................................. 211 CHAPTER 12 THEOLOGIZING DURING LABOUR PAINS: Women, Children and War in the Bible (1 Samuel 4:1-22) Nyambura J. Njoroge ..............................................................................................................225 BIBLIOGRAPHY AND REFERENCES ........................................................................................236 6 / MAINSTREAMING HIV AND AIDS IN THEOLOGICAL EDUCATION INTRODUCTION Theological Education in the Heat of Battle: Mainstreaming HIV and AIDS Ezra Chitando The HIV and AIDS pandemic has precipitated considerable reflections within African theology. In particular, scholars in Southern and East Africa have sought to provide helpful thoughts on the significance of the pandemic, and the need for faith commu- nities to invest their assets in meeting the challenge (see Frederiks 2008). This is a welcome development as the field has been neglected for a long time. However, much more remains to be accomplished as many theological themes have not been exam- ined. In addition, scholars in Anglophone West Africa, as well as the Francophone and Lusophone regions, are yet to contribute to the discourse in a more engaged way. The Ecumenical HIV and AIDS Initiative in Africa (EHAIA), a project of the World Council of Churches (WCC), has played a leading role in the transformation of theo- logical thinking on HIV. With Musa W. Dube as its first theology consultant, EHAIA has been facilitating the mainstreaming of HIV in theological programmes. The book, HIV/AIDS and the Curriculum: Methods of Integrating HIV/AIDS in Theological Programmes (Dube 2003) has been used widely in theological institutions and univer- sity departments of theology and religious studies and faculties of theology. It repre- sents a breakthrough in the quest to ensure that graduates of African theological insti- tutions become effective agents of change in the time of HIV. This volume seeks to build on Dube’s HIV/AIDS and the Curriculum by examining the achievements of theological institutions in mainstreaming HIV and AIDS in theological programmes, as well as exploring the incorporation of HIV and AIDS within different courses. EHAIA’s emphasis on the need to ensure that the HIV pandemic features prominently in the curricula of theological institutions in Africa has been complemented by the growing realization of the role of faith-based organizations (FBOs) in the struggle against the pandemic. Although religious bodies were regarded as a stumbling block in the early phase of the pandemic, they have proceeded to demonstrate their relevance since the late 1990s. Religious organizations have played a major role in prevention, care, treatment and support programmes. Equipping graduates of theological institutions to become more conversant with HIV and AIDS issues facilitates their effective leadership and participation in efforts to address the pandemic. A number of researchers have drawn attention to the active involvement of faith-based organizations in response to HIV and AIDS. Sue Parry MAINSTREAMING HIV AND AIDS IN THEOLOGICAL EDUCATION / 7 (2003), EHAIA Regional Coordinator for Southern Africa, has examined this theme. Edward C. Green (2003) has focused on the contribution of faith-based organizations to prevention efforts. A desk review by Georges Tiendrebeogo and Michael Buykx (2004) highlights the contribution of faith-based organizations to prevention and impact mitigation. Faith in Action: Examining the Role of Faith-Based Organisations in Addressing HIV/AIDS focuses on the same theme (Woldehanna 2005). It is therefore critical for theological institutions in Africa to empower their students to address HIV and AIDS so that they can contribute to the efforts of faith-based organizations to mitigate the impact of the pandemic. Trained and competent graduates can provide effective leadership in the time of HIV. The quest to ensure that graduates of African theological institutions become aware of HIV and AIDS during their training emerges from the realization that education should address the existential reality of the learner. This has been a major issue in the development of African theology. Critics charge that in most instances, students are exposed to issues that are not directly related to their daily struggles. Writing in the context of South Africa, Vivian Msomi argues that the first priority in African theo- logical education must be Africanization. He continues: Second, centres of theological learning in Africa, whether they are seminaries, univer- sities, etc., must clearly reflect that they are in the continent. It hurts many of us in South Africa that frequently these centres operate as if they were in Europe or North America. The issues at the top of our African agendas must occupy the top spots on the curricula agendas of our African educational institutions. That is the way of sound education. Yes, there is universality in knowledge and in the gospel, but genuine universality does not turn people into zombies who appreciate only the creative efforts of others but remain spectators themselves (1988:202). Msomi is right to insist on the need for contextual relevance. Theological education in Africa needs to address the HIV pandemic if it is to remain relevant and useful. Administrators and lecturers at centres of theological learning in Africa must ensure that their graduates possess the requisite knowledge and skills to respond effectively to the challenges posed by HIV. Guided by their context, they must allow their students and themselves to learn more about the pandemic, and how to mobilize communi- ties to mitigate its impact. The notion of education as a tool of emancipation for the oppressed must guide pedagogy in the era of HIV. Consequently, teaching and learning must go together. Lecturers and students must be humble and accept that they are all permanent learners in the wake of the fast-changing nature of HIV and AIDS. 8 / MAINSTREAMING HIV AND AIDS IN THEOLOGICAL EDUCATION Msomi’s compatriot, Desmond Tutu, has argued that there has been a trend where Christians in non-Western contexts have found that they “possessed answers,
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