Honouring Inclusive Community through the ‘TRI-Space Model in Theological Education’

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This article was originally published as:

Somasundram, D. (2015). Honouring inclusive community through the ‘TRI-Space model in theological education. The International Journal of Humanities Education, 13(3), 17-30.

ISSN: 2327-0063


130211 Religion Curriculum and Pedagogy| 220499 Religion and Religious Studies not elsewhere classified

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The “TRI-Space model in theological education” was developed through research in Australia. “TRI-Space” is an acronym that stands for thriving environments, reclaiming epistemology, and imbued identity. These generative themes were uncovered through researching the lived experience of clergywomen. The model locates a third space for the above themes within a gender inclusive pedagogical frame that also considers four learning intentions. The “TRI-Space model in theological education” challenges hegemony power relations. It takes into account culturally responsive and inclusive epistemology; it facilitates identity formation as negotiated and self-directed; and also seeks an ethical praxis that governs education through thriving environments. The model was trialed on a group of theology students; that resulted in transformational learning. The “TRI-Space model in theological education” is innovative and contemporary, and it honours inclusive educational communities.


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