Transformation for Reconciliation in the Independent Schools of Southern Africa (ISASA): A Theologically Contextualised Approach for Maranatha School in eMkhondo, Mpumalanga, South Africa.

Abstract

Just under half of all independent schools in South Africa are Christian schools (Naidoo 2015b). These represent a potentially significant number of communities that must follow Christ in pursuing reconciliation in a post-colonial society still characterised by racial strife and racial inequity. Christian educators, Christian school administrators, Christian churches involved in education, and Christian policymakers need to recognize that these problems are our problems and that we, as those whose lives and minds must be formed by Christ if we are to have a credible witness to the world, hold the keys to racial transformation and reconciliation, since the mission of God (and thus, the mission of the Church universal) is reconciliation and koinonia (communion). This research explores the nature of the failure of transformation for reconciliation in South African schools (chapter 2); investigates (through qualitative field research) the policies and programmes adopted by some schools that have been more successful in pursuing transformation for reconciliation (chapter 3); identifies principles for how theology and scripture should form policies and programmes of transformation for reconciliation in Christian independent schools (chapter 4), and shows how these principles translate into practical policies and programmes of transformation for reconciliation (chapter 5).The research findings are that the following principles must be adhered to: that transformation for reconciliation requires new identities for all South Africans based on a Christian anthropology; that transformation for reconciliation requires restitution and justice; that transformation for reconciliation requires the will to forgive and to embrace; and that transformation for reconciliation begins and ends with the Body of Christ. From these principles a practical programme and a practicable policy for transformation for reconciliation are described. The outcome of the research (a programme and policy for a particular independent Christian school in eMkhondo, Mpumalanga in South Africa) is now being enacted. The results of this programme and policy enactment fall outside of the bounds of the present research, but this researcher trusts that there will be far-reaching positive outcomes for the school and perhaps for the broader independent school community.

Just under half of all independent schools in South Africa are Christian schools (Naidoo 2015b). These represent a potentially significant number of communities that must follow Christ in pursuing reconciliation in a post-colonial society still characterised by racial strife and racial inequity. Christian educators, Christian school administrators, Christian churches involved in education, and Christian policymakers need to recognize that these problems are our problems and that we, as those whose lives and minds must be formed by Christ if we are to have a credible witness to the world, hold the keys to racial transformation and reconciliation, since the mission of God (and thus, the mission of the Church universal) is reconciliation and koinonia (communion). This research explores the nature of the failure of transformation for reconciliation in South African schools (chapter 2); investigates (through qualitative field research) the policies and programmes adopted by some schools that have been more successful in pursuing transformation for reconciliation (chapter 3); identifies principles for how theology and scripture should form policies and programmes of transformation for reconciliation in Christian independent schools (chapter 4), and shows how these principles translate into practical policies and programmes of transformation for reconciliation (chapter 5).The research findings are that the following principles must be adhered to: that transformation for reconciliation requires new identities for all South Africans based on a Christian anthropology; that transformation for reconciliation requires restitution and justice; that transformation for reconciliation requires the will to forgive and to embrace; and that transformation for reconciliation begins and ends with the Body of Christ. From these principles a practical programme and a practicable policy for transformation for reconciliation are described. The outcome of the research (a programme and policy for a particular independent Christian school in eMkhondo, Mpumalanga in South Africa) is now being enacted. The results of this programme and policy enactment fall outside of the bounds of the present research, but this researcher trusts that there will be far-reaching positive outcomes for the school and perhaps for the broader independent school community.