A Gender Inclusive Model in Theological Education for the Seventh-day Adventist Church

Abstract

Clergywomen in the Seventh-day Adventist Church have spoken for the first time of their theological training at a private Christian tertiary institution in Australia. A phenomenological design was utilised where Clergywomen's collective lived experience of theological education was captured and analysed. The major themes of ambivalence in identity formation, the struggle to question dominant hegemony and existence in hostile environments depict the lifeworld of Clergywomen. The findings from this investigation, together with Clergywomen's recommendations for improvements to theological training, have guided the development of a contemporary model for theological education for the Seventh-day Adventist Church. This model is called the TRI-Space Model Design in Theological Education; it embodies both gender inclusive pedagogy and thirdspace thinking - a relatively new philosophy that is beginning to emerge within theology. This model offers new directional formation that opens up new and exciting possibilities in Seventh-day Adventist institutions and the wider field of theological education. This study is pivotal for Christian educators and administrators who seek to develop and employ a holistic approach to ministerial formation.