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A critical analysis of affirmative action in South Africa: theological and educational perspectives

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dc.contributor.author Pietersen, Doniwen
dc.date.accessioned 2025-09-12T09:26:59Z
dc.date.available 2025-09-12T09:26:59Z
dc.date.issued 2023-10-01
dc.identifier.citation Pietersen, D., 2023. A Critical Analysis of Affirmative Action in South Africa: Theological and Educational Perspectives. Pharos Journal of Theology, 104(4). en_US
dc.identifier.issn 2414-3324 (Online)
dc.identifier.uri http://hdl.handle.net/20.500.12821/659
dc.description.abstract In recent years, there has been an increasing interest in social justice action that is deliberate and affirmative to marginalised groups in South Africa. The background to this is framed against a ‘Missionary-political justice’or'missional-political justice'approach, the clear distinctive that characterises missional imperatives that is very clearly related to postmodern South African culture...[and] emerging churches in postmodern contexts'. The use of this approach gives a new wave of interpretation in the field of mission in order to ultimately deal with developments in South Africa generally but more particularly within ecclesiological structures. An adequate case is defended, and the implications of apartheid in the current South Africa necessitate affirmative action as justice and finally an examination of justice and restitution as founded in Scripture, as a fundamental authority is argued. This article brings a missional-political discourse into discussion with the Scriptures as well as practical theology. It also explores the intersections between the theological theme of social justice from theological and educational interactions. en_US
dc.language.iso en en_US
dc.publisher Africa journals en_US
dc.subject Analysis en_US
dc.subject Missional-political approach en_US
dc.subject Justice en_US
dc.subject Affirmative action en_US
dc.subject Education en_US
dc.subject South Africa en_US
dc.title A critical analysis of affirmative action in South Africa: theological and educational perspectives en_US
dc.type Article en_US


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