Morgan Mambwe
As a Lecturer engaged in theological curriculum development, I find myself particularly drawn to the intersection between theological educational content and methodologies and the lived realities of children in diverse contexts. Mission and ministry with children, is not simply about transmitting and transferring knowledge; it is about creating spaces where children’s voices, experiences, and spiritual imaginations are taken seriously.
Curricula and Methodologies: I am interested in how curricula can be designed to be participatory, dialogical, and contextually grounded. Too often, educational content for children especially in the global south is imported without adaptation, which risks perpetuating colonial frameworks. I value approaches that allow children to contextually co-create knowledge, integrating local cultural values, stories, songs, ecological wisdom, and communal practices into learning.
Learning Relationships: Ministry with children thrives when relationships are reciprocal. I am fascinated by pedagogies that move beyond hierarchical teacher–student models toward community-based learning, where children are recognized as active contributors rather than passive recipients. This relational dimension is crucial for nurturing children with theological understanding that is not detached from their own social and cultural context.
De-colonisation and Global-Local Concerns: The challenge of de-colonisation is central to my interest. How do we dismantle inherited theological educational structures that silence indigenous knowledge systems? I am committed to exploring curricula that affirm indigenous African epistemologies while engaging global concerns such as ecological justice, economic sustainability, and the ethical use of technology. Children, as digital natives, often navigate these global-local tensions and often are victims of cyber crime. Decolonisation of children education can not be complete without decolonising the cyber space. This is because cyber space is influencing the education of children on a daily basis.
The Contribution of Children to Mission and Ministry: What I most value about children’s contribution is their capacity to reframe mission and ministry through imagination, honesty, and hope.
Fresh Perspectives: Children often ask questions that unsettle adult assumptions. Their curiosity challenges us to rethink theology and practice in ways that are more inclusive and life-giving.
Embodied Witness: In their play, relationships, and resilience, children embody the values of community, joy, and trust. These are not on the peripherals of mission; they are central to how the gospel is lived out.
Agents of Change: Children are not passive recipients of ministry but active participants in shaping communities. Whether through ecological awareness, digital creativity, or advocacy for fairness, they remind us that mission is intergenerational.
Spiritual Depth: Children’s prayers, songs, and reflections often carry profound theological insight. Their contribution is not “lesser” but differently expressed, and it enriches the whole body of Christ.
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