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All Journal Theologia in Loco
Erich von Marthin Elraphoma
Global Institute of Theology, Yonsei University
Religion Humanities

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Utilizing Postcolonial Theory in Christian Education Erich von Marthin Elraphoma
Theologia in Loco Vol 3 No 2 (2021): Theologia in Loco
Publisher : STFT Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (315.814 KB) | DOI: 10.55935/thilo.v3i2.218

Abstract

Postcolonial study is a method for examining a social problem or issue. It frequently uses the term subaltern to refer to groups marginalized in the social system by a hegemonic power for specific reasons, such as social class, religion, gender, race, language, and culture. The complexity of colonial effects obscures the extent to which colonialism has influenced our perspective, philosophy, and knowledge, such as regulations, policies, politics, and even our educational system that oppress others, the subaltern. This essay employs a postcolonial perspective (the subaltern theory) to demonstrate who and how people are marginalized within society’s system. Subaltern theory evolves into a way of thinking that decolonizes all spheres of life, including religious education. Furthermore, using Liam Gearon’s analysis, which examined the legal framework, educational system, and curriculum for religious education in Britain, and the marginalization within Britain’s religious education system or curriculum. This article emphasizes the need for Christian education to encourage awareness and critical thinking to change the external environment of marginalization. The author argues that subaltern theory enables Christian religious education to examine its curriculum and content to ensure that it does not perpetuate oppression but fosters critical thinking that results in in-depth reflection and uninhibited creativity to address social and theological issues.
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