Title

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

Author Faculty (Discipline)

Nursing

Document Type

Article

Publication Date

6-2015

JOURNAL

The International Journal of Humanities Education

VOLUME NUMBER

13

ISSUE NUMBER

3

PAGE NUMBERS

17-30

ISSN

2327-2457

Embargo Period

9-2-2015

ANZSRC / FoR Code

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

Avondale Research Centre

Scripture, Spirituality and Society Research Centre

Reportable Items (HERDC/ERA)

C1

Abstract

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.

Link to publisher version (DOI)

https://doi.org/10.18848/2327-0063/CGP/v13i03/43837

Peer Review

Before publication

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