Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

The subject matter of this article is quite important and has critical implications not only for decolonizing theological education in African contexts, but also for theological education around the globe. However, there are several pieces that need attending before this article is ready for publication.

 

First, the article should be ordered for greatest clarity as follows: Introduction, Literature Review, Definitions (decolonization, theological education, CCT and TEE especially), Methodology, Results, Discussion, Conclusions. 

 

The Introduction should give the readers the outline of the whole article, telling us the structure of what will be presented and then offering some hints at the conclusions. This Introduction was confusing because I had no background information from which to place such things as CCT and TEE in context, not knowing what they were exactly. The Introduction should frame the larger conversation about theological education and colonization / decolonization in Africa, perhaps historically and socially first, then tell the readers what to expect from the article. 

 

Regarding the Definitions, as good contextual practice one must always be grounded in the definitions themselves as the author understands them. In this way, the readers are better able to locate the author’s research and claims given proper description of the context. What does decolonization of theological education in African contexts mean? Hints are given throughout the article with attention to story, movement from indoctrination to lived experience, and other attributes; but grounding this in what others have written on this is important in shaping the definition. This is evident in the Discussion section, but that whole section reads as the Literature Review and should thus constitute the Literature Review section as a foundation to the case studies presented about CCT. This movement is imperative to the overall flow of the article.

 

Then, this should be followed by the Methodology section, which needs greater detail about when the data were collected, the kinds of questions that were asked, and characteristics of the participants themselves, and so on. What was the respondent representation by country, gender, role in theological education or church, age, etc.? Not knowing this, once again, I’m not brought into the context of the work and thus am unable to fully regard or contextualize the results being shared. 

 

In the Results section, most of the results are presented as definitive sentences, particularly in Section 2.1. Instead, if one is reporting on what leaders are sharing about in terms of gaps, then sentences should begin with “Respondents stated” or “Respondents articulated…” and offer numbers or percentages of those who articulated those findings in order to add validity to the themes shared. The cases that follow from various countries do not really add substance as to the impacts of the programme itself in transforming theological education and instead simply report how countries engaged the CCT and how many students or institutions individuals participated in the trainings. This should be eliminated; otherwise, the results are just a programme report without scholarly import or connection to broader frameworks outlined in the Literature Review. The cases should instead discuss impact on church and community transformation based on the pedagogical and contextual models of the CCT progamme itself. In other words, what is unique about CCT in juxtaposition to colonial theological education, and why? The cases provided (at most sharing about 1-3 in-depth cases) should answer this question to illustrate practically a model of decolonial theological education and community transformation. 

 

In general, I recommend a reordering of the article as detailed above and offer greater attention to how the nuances of CCT – the approach itself – has import for decolonizing theological education, then providing two contextual cases as to how those nuances (attention to storytelling in the programme, for example) are conducted and have had transformative impact. Again, this article has the potential to contribute greatly to the scholarship on theological education, decolonial pedagogies, and community-based learning, over and above just a report on a programme’s implementation. With some reordering, editing, and a focus on context and details, I have no doubt that this will be a fine piece.

Comments on the Quality of English Language

The English is mostly solid, but I noticed a few grammar inconsistencies and incomplete sentences in places. The author will want to do a thorough review.

Author Response

Thanks for your review.

Reviewer No. 1

 

1.  Restructuring of the Article:

• I have reorganised the article to ensure greater clarity and The revised structure now follows the reviewer’s suggested order although not entirely the same.
• The Introduction has been revised to provide more background information on the broader context of theological education in Africa and the concepts of CCT and
• Definitions have been clarified and contextualised to better align with existing literature and provide a solid foundation for our

 

2.   Methodology Section:

• I have added more detail to the Methodology section, including information on the data collection process, types of questions asked, and characteristics of the

 

3.  Results Section:

• In the Results section, I have revised the presentation of findings to attribute statements to respondents and include numbers or percentages to add validity to the themes
• The cases from various countries now focus on the impacts of the CCT programme on CCT, highlighting its pedagogical and contextual

 

4.   General Improvements:

• I have addressed grammar inconsistencies and incomplete sentences throughout the article to ensure clarity and

Reviewer 2 Report

Comments and Suggestions for Authors

Thank you for submitting a relevant and contextualised manuscript that promotes the decolonisation of theological education in some African countries.

Please see comments in yellow on the right margin of the manuscript.

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Comments for author File: Comments.pdf

Author Response

Thanks for your review.

Reviewer No. 2

Lines 2; 18

 

• The phrase “charting a praxical course” in the subtitle is more appropriate within the context of the study than “applying church and community transformation”. The former, proposed title better fits the nature of the study, and provides a more clear and comprehensive framework to transform theological education in Africa. Also, while “Applying Church and Community Transformation” focuses on the end goal, “charting a praxical course” includes the entire process of transformation efforts, which includes (but is not limited to) programme design, teaching methods, community engagement, and institutional policies. The abstract has been slightly edited for a better perspective and

 

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• The initial meeting held at Paul University in Kenya, in September 2022, did not have a delegate from South Africa. Nevertheless, in subsequent meetings and consultations with church leaders and leaders of theological institutions throughout 2022 and 2023, delegates from South Africa, Botswana, Lesotho and even Angola were present in addition to those who attended the initial meeting. Please note that this document does not encompass all of the case studies or success stories from these engagements.

 

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• JC is not the author of this I have added a short statement to enhance clarity.

 

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• A detailed explanation has been provided to offer clarity and insight into the concept of

 

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• Page numbers have been added to the corresponding references throughout the paper as necessary as

 

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• The paragraph starting on line 61 and ending on line 77 has been moved after the paragraph starting on line 78 and ending on line 86 as

 

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• The full name “Church and Community Transformation” has been replaced with its acronym “CCT” throughout the document after the introduction of the term and its abbreviated form in brackets as guided by the

 

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• Surveys were conducted first among theology educators and faith leaders who attended the consultation at Paul’s University in Limuru, Kenya, and subsequent gatherings, as well as among community facilitators from different countries. The data presented in this article is taken from these surveys. Editing was done to improve clarity and avoid misunderstandings.

 

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• The paragraph originally covering lines 130 to 138 has been repositioned to precede the sentence beginning with “significant achievements have been made…”

 

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• No changes have been made because the aim is not to highlight the aspect of student admission in each case throughout the But also, the article only presents the available data without wanting to make comparisons. Thus, respondents who did not provide this information may have deemed it non-essential when considering the broader context. Nevertheless, considerable editing has been undertaken to ensure the sections are clear and concise.

 

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• No deletions have been made because the case presented is a success story that enhances the value of the theme under study in that specific context of The absence of success stories from former students in other cases does not negate the significance of the data from the case of Zimbabwe. Instead, it highlights the impact of CCT in their respective communities. In any case, clarity has been enhanced.

 

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• The SHG aspect was retained because in the transformative journey of the CCT approach, SHG is one of the economic transformation strategies – it is a means to the But also, the MFTC (Moving Forward with Theological Colleges) project was an initiative of this study, which focused exclusively on the integration of SHGs into theological colleges—an attempt to break away from the established, colonial method of teaching and learning theology.

 

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• The information within those lines has been refined, yet retained, as the reviewer did not provide justification for its

 

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• The highlighted information was not deleted as recommended by the reviewer because it is a valuable piece of data for this institution without necessitating a comparison with other Again, the absence of this kind of statistical data in other cases does not nullify the need and importance of the data in this specific case and context.

 

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• The information within these lines has been retained because it is essential but also it demonstrates the enthusiasm of lecturers from colleges affiliated with Paul’s University to be trained in CCT. Such training equips them to effectively teach CCT modules, fostering holistic transformation within both the church and the community.

 

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• A brief discussion of the CCT journey at the Berea Theological College has been included in the

 

 

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• The information was retained as no substantial reason was provided for its Moreover, this data is essential as it sheds light on the extensive reach and potential impact of the CCT approach within denominations. Denominational leaders, influenced to adopt CCT as their preferred approach for integral mission, are inclined to advocate for its integration into theological schools affiliated with their respective denominations.

 

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• The information in these lines was not Rather, the details about CCT in MFTC have been provided in the text.

 

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• The Diocese being spoken of here is the Diocese of Port Elizabeth in South
• The data was gathered from colleges that are either implementing or have been influenced to implement the CCT approach in their teaching Presently, in South Africa, there are only two that I’m aware of: the College of Transformation in Grahamstown and the Theological Education by Extension College in Johannesburg.

 

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• The topic of curriculum design is under the “Pathway” section because the “standardised pathway” requires developing a “standalone” curriculum. The questionnaire therefore included questions on the curriculum design of a CCT A subheading has been inserted for clarity.

 

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• I provided a detailed breakdown as it was relevant to understanding the demographics and characteristics of the people I understand the importance of maintaining consistency and will ensure I provide a similar distribution of relevant data where necessary.

 

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• The section of the questionnaire that dealt with the pathways of teaching CCT in theological education included a subsection on “the introduction of the CCT cycle and the principles of CCT in theological education”.
• It is under this subsection that 6% of participants appreciated the holistic nature of CCT. So the information the reviewer is concerned about doesn’t really require a new heading because it is part of the pathway of a standalone CCT curriculum.

 

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• The section titled “Application in Practical Ministry and Teaching” discusses participants’ intentions to incorporate Church and Community Transformation (CCT) into their
• The findings reveal diverse approaches, including developing independent CCT programmes or integrating CCT as a course unit within existing

 

• Unlike the preceding section, which focuses on curriculum development, this section emphasises participants’ strategies for applying CCT in their ministry
• It shows the importance of integrating CCT into theological education curricula to enhance church and community transformation A brief summary paragraph was added for clarity.

 

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• Movement building and advocacy involve mobilising a broader movement to achieve structural change, aiming to scale the impact of Church and Community Transformation (CCT).
• This strategic approach involves various actors, such as individuals, institutions, businesses, and communities, to end extreme poverty and influence change across multiple
• To decolonise theological education effectively, practical courses on movement building and advocacy are crucial, as they empower stakeholders to address the root causes of poverty and
• The questionnaire includes a section on movement building and advocacy, emphasising their importance in fostering systemic

 

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• This section is my own
• Here, I share my perspective on the significance of storytelling in theological education, expounding on a quote by Naidoo (2019).
• While I may explore additional sources expressing similar sentiments for referencing purposes, attributing these statements directly to them might be misleading or
• To strengthen my argument, I have included another quote by someone

 

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• This paragraph is also my own
• Finding authors who said the same thing and attributing this to them would be a
• Again, what I did is to insert a direct quote to substantiate what I said in this

 

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• This reference does not have page numbers, as it is an internet
• The resource has since been properly cited in accordance with the APA referencing style and included in the list of

 

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• I’m retelling Shaw’s ideas in my own words, as referenced at the start of the However, as advised, I have inserted in-text references to re-emphasise Shaw’s authorship throughout the narrative.

 

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• These reflections are my Following each citation, I consistently interject with my voice to engage with the author in order to demonstrate the significance and value of their statement to the paper.

 

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• The statement is a quote from Bellon’s speech at an AACC conference and so it has no page I have included the link to the online audiovisual and edited the entry in the bibliography for better referencing.

 

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• This statement represents my personal conviction and serves as the foundation of one of my academic
• While the core of the argument is based on my own perspective, I have integrated insights from scholarly sources to substantiate my position and ensure academic credibility and

 

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• I would like to clarify once again that “JC” actually represents the initials of a colleague, not

 

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• The heading has been changed but not to “Research methods and data” but to read “Methodological considerations”
• The section has been shortened and moved to the section after the introduction as advised

 

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• The statements in question are not quotations or paraphrases of someone else’s They represent my own methodological undertakings—what I actually did— during the research process.
• There is no requirement to include in-text citations for what I did during the planning process or fieldwork, doing that would attribute my actions to someone
• I have however rephrased the statements to avoid any possible

 

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• I have not introduced any new methods that were not planned in
• In the paper I mentioned that the study used a triangulation of sampling methods, which includes purposive sampling, simple random sampling and snowball
• I then go ahead to explain how each sampling method was useful in the recruitment of participants from various
• The study involved a limited subset of participants selected via snowball These were mainly community members serving as CCT facilitators.
• They were selected through referral by those I had direct contact with during theological forums, workshops and training The full list is available.
• Regarding in-text citations, none were necessary in this

 

• But I will be sure to provide the source of any statements or thoughts quoted or
• Unless there is a misunderstanding from my end in terms of expectations, there is nothing wrong in the methodology of this

 

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• The statement does not originate from any external source and thus does not necessitate in-text referencing, as per my
• Here, I am explaining my methodology, specifically the use of a structured questionnaire during the I have revised the statement to enhance clarity.

 

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• All the rest of in-text references have been edited to include the page numbers as

 

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• This statement does not contain any direct quotations or paraphrasing from external sources, nor does it rely on secondary
• I am simply describing my approach to data analysis, emphasising its systematic There is no need to attribute this action to an incorrect source. I have edited the statement to ensure clarity.

 

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• The sentence is a general statement to explain the holistic nature of CCT, not necessarily what appeared in the body of the However, the sentence has been revised to ensure there is clarity.

 

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• The CCT approach entails that upon completion of training, individuals possess the skills and knowledge necessary to engage holistically in community affairs, including the elements outlined in this sentence and the above sentence in Line 736. Again, the statement has been rephrased to enhance

 

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• Understanding the holistic nature of the CCT approach requires grasping how it
• Despite the reviewer’s challenge in linking the conclusion to preceding sections, the conclusion begins by summarising the CCT curriculum framework, with a special focus on its standardised
• The section then highlights how those who are trained as CCT facilitators apply transformative and holistic approaches in various areas such as restorative economy, social justice, and education.
• The conclusion also recaps insights from survey respondents and case studies of countries employing CCT, emphasising its broad While acknowledging the need for revisions, the conclusion remains coherent with preceding sections.

Reviewer 3 Report

Comments and Suggestions for Authors

In terms of organization, from my perspective, I would opt for section „4. Materials and Methods” to be located before the „2. Results” section.

Then, regarding the dissemination of the results, I think that quite a few lines are dedicated to recalling all those cases, with each affiliation or number of students, but it is integrated into the logic of the article.

I think, however, the author could enrich the text with some quotes from credible and current sources.

In conclusion, I would not mention another source (see line 773). Conclusions are solely the author's. I would also not put again the title of the article in the conclusions (see lines 785-786).

 

 

 

Author Response

Thanks for your review.

Reviewer No. 3

 

1.  Organization of Sections:

• I have reorganised the sections of the article as per the reviewer’s
• The “Materials and Methods” section has been moved before the “Results” section to enhance the logical flow of the

 

2.   Dissemination of Results:

• I have taken the reviewer’s feedback into consideration regarding the length of the case descriptions in the Results
• While I believe that providing detailed case studies is integral to the article’s argument, I have streamlined the descriptions to ensure they align more closely with the overall logic of the

 

3.  Incorporation of Quotes from Credible Sources:

• I agree with the reviewer’s suggestion to enrich the text with quotes from credible and current
• In the revised manuscript, I have included quotes from relevant literature to support my arguments and provide additional context for the

 

4.   Conclusions:

• I have removed the reference to another source in the conclusions, as per the reviewer’s
• Conclusions now solely reflect my insights and
• I have eliminated the repetition of the article’s title in the conclusions to improve clarity and

Reviewer 4 Report

Comments and Suggestions for Authors

This is an important essay which rightly reorientates theological education to a more holistic form. While it does at times rail unnecessarily against the theoretical (African philosophy and indeed African philosophers have much to contribute to theory and the theoretical frameworks that might undergird theological reflection) the essay is well researched. The case study on Mozambique should have its own heading. Nevertheless this is a well researched article and should be accepted for publication. 

Author Response

Thanks for your review.

Reviewer No. 4

 

1.  Additional Considerations:

• I have noted the reviewer’s observation regarding the need for balance in discussing theoretical frameworks, particularly in relation to African philosophy, and have made adjustments to ensure a balanced approach that acknowledges the valuable contributions of African philosophy to theological

 

2.   Case Study on Mozambique:

• I have provided a dedicated heading for the case study on Mozambique to enhance its visibility and distinguish it as a significant component of the

 

Round 2

Reviewer 1 Report

Comments and Suggestions for Authors

Overall, this paper addresses the issues cited in the version review. There is much more detail, background, and a clearer sense of the methodology and results and their connections to the theory outlined.

Comments on the Quality of English Language

I only note minor spelling and grammatical errors, but I suggest going through the paper carefully once more to correct these.

Author Response

Dear Reviewer 1,

Thank you for your constructive feedback on my paper. I have carefully considered your comments and suggestions and made the necessary revisions to address the issues raised.

Regarding the quality of English language, I have thoroughly reviewed the paper, word for word and paragraph after paragraph, and corrected the minor spelling and grammatical errors that were identified. The sections attended are however not highlighted as the scope of the correction was general, from beginning to end. I appreciate your attention to detail and ensuring the clarity and coherence of the manuscript.

Once again, I thank you for your valuable feedback, which has undoubtedly improved the quality of this paper.
Sincerely,