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This thesis is a missiological study of the francophone churches in the cities of Johannesburg and Pretoria. Francophone churches may be classified as African Initiated Churches (AIC) that have been planted by migrants from the French speaking countries of central Africa. They are characterised by the use of French and English as languages of worship and communication. The planting and the presence of these churches have become a more visible and remarkable mission phenomenon drawing scientific attention and is worthy of studying. The main issue of this study is the missionality of the Francophone churches. The investigation concerns the ways in which Francophone churches understand the mission of God, known as missio Dei, and the ways in which they express it in the community. In practice the exploration of the missionality of the Francophone churches discloses their nature, raison d’être, and their purpose, as well as their ministries, and allows us to determine the relevancy of these churches in the community. For this reason, in the study I explore and describe also the concept of the missional church in order to apply it to the Francophone churches. To that end, “Patterns of missional church” are used to measure the extent to which Francophone churches are missional. The study suggests the parameters of the development of a missional culture in a Francophone congregation and highlights the importance of the missional leadership in this respect. Finally the study proposes some missional ministries or contextual ministries that may express practically the missionality and consequently the relevancy of Francophone churches in their context. / Christian Spirituality, Church History and Missiology / D. Th. (Missiology)

Summaries in German and English / Text in German / Die vorliegende, in der Praktischen Theologie respektive Religionspädagogik verfasste Arbeit fragt nach einem geeigneten Rahmen, in dem religiöse Lernprozesse für Heranwachsende entstehen können, mit dem primären Ziel der Identitätsstiftung durch den christlichen Glauben. In dieser Untersuchung ist der Gedanke leitend, dass wahres Menschsein nur als Existenz im Gegenüber und in Beziehung zu Gott verstanden werden kann. Es wird argumentiert, dass Lernen nicht nur einen kognitiven Prozess darstellt, aber dass "Lernen in Beziehung" einen Beitrag zur Daseinsdeutung und Identitätsbildung leistet. Maßgebend ist dabei der Gedanke, dass nicht der Mensch den Glauben bewirkt, sondern Gott. Hinsichtlich meiner interdisziplinären Forschungen wurde deutlich, Essen in Gemeinschaft fördert aufgrund seiner impliziten Werte die Gesprächskultur des Glaubens und daher die Kommunikation des Evangeliums; wo Heranwachsende sich vor Gott und in Gemeinschaft mit Gott neu verstehen können; ganz wesentlich ist das Verständnis des „Sein-in-Gemeinschaft“ und das Vertrauen, Gott sichert seine Gegenwart und Gemeinschaft auf dem Weg des Lebens zu. / In this study processes of learning for teenagers are explored with a view to the formation of faith identity. The study is done within Practical Theology and Religious Education, but perspectives from other disciplines are also investigated. The underlying premise of the study is that humans cannot forge faith – faith comes through existence before God and a relationship with God. It is argued that learning does not come through cognitive processes only, but that "learning in relationships" contributes to understanding one's existence and the formation of the own identity. From an interdisciplinary perspective it is shown that communal meals foster relationships and promote a culture of discussion, therefore opening up the possibility of discussing the faith and of communicating the Gospel in an atmosphere of community; where young people could come to a new understanding of themselves before God and in relationship with God and others; where their faith identity could be formed. / Philosophy, Practical and Systematic Theology

This study was undertaken to explore the indigenous religious identities of African adolescents in selected secondary schools in Mpumalanga province, South Africa. The empirical investigation used a qualitative, phenomenological collective case study design. The framework for the study was provided by constructivist theory and African indigenous knowledge and was justified by an extensive literature study. Purposive sampling was used to select forty-two learners from Grades 8 to 11, thirty- three of whom were from African initiated churches, eight belonged to various Christian denominations and one was an atheist. The most significant finding was that the indigenous religious identities of adolescents are not adequately accommodated and supported in South African secondary schools. Accordingly, recommendations were made for affirming adolescents’ indigenous religious identities in the implementation of RE in the classroom. / Lolu cwaningo lwenziwa ngenhloso yokuhlaziya nokuhlolisisa izimo nezici zobunjalo bentsha empisholo esesigabeni sokuthomba (adolescents) elandela izinkolo zomdabu noma zendabuko efunda ezikoleni ezingamasekhondari ezikhethiweyo esifundazweni saseMpumalanga, eNingizimu Afrika. Lolu cwaningo obelugxile ezintweni eziphathekayo nezibonakalayo lwasebenzisa idizayini yocwaningo lwezigameko ekhwalithethivu ebhekisisa isigameko ngasinye ngenhloso yokuhlaziya izimo kanye nezinto ezinokufana okuthile phakathi kweqoqwana lwezigameko ezimbadlwana (phenomenological collective case study design). Uhlaka locwaningo kwahlinzekwa yitiyori egxile ekutheni abantu bakha ulwazi kanye nokuqonda kwabo ngokususela ezimweni abadlule kuzona futhi abahlangabezane nazo ezimpilweni zabo (constructivist theory) kanye nolwazi lwendabuko lwase-Afrika, futhi lokhu kwasekelwa kwaphinde kwafakazelwa ngohlaziyo olubanzi lwemibhalo ephathelene nezihloko ezihlobene nalokhu. Kwasetshenziswa indlela yokukhetha ababambiqhaza ngokubheka izimo nezici zabo kanye nezinhloso zocwaningo (purposive sampling) futhi ngaleyo ndlela kwaqokwa abafundi abangama-42 abafunda iBanga lesi-8 kuya kwele-11; futhi abangama-33 kulaba bafundi ngabalandeli bamabandla endabuko ase-Afrika, kanti abayisishiyagalombili bebevela emabandleni obuKhrestu ahlukahlukene, futhi bekunomfundi oyedwa ongumhedeni (ongakholelwa kuNkulunkulu). Umphumela osemqoka kakhulu owatholwa ocwaningweni wukuthi azibhekelelwa futhi azisekelwa ngokwanele nangokugculisayo izimo nezici zobunjalo bentsha esesigabeni sokuthomba elandela izinkolo zendabuko efunda ezikoleni ezingamasekhondari eNingizimu Afrika. Ngenxa yalokho-ke kwenziwa izincomo zokuthi kumele zibhekelelwe izimo nezici zobunjalo bentsha esesigabeni sokuthomba elandela izinkolo zomdabu ekufundisweni kwesifundo sezenkolo (RE) ekilasini. / Psychology of Education / M. Ed. (Psychology of Education)

Indiana University-Purdue University Indianapolis (IUPUI) / The Catholic Church is widely known for its opposition to birth control. Yet statistics show that the vast majority of American Catholics use birth control. While multiple studies have been conducted on a larger quantitative scale about the use or attitudes of American Catholics toward birth control, there have not been qualitative studies to understand the experiences of Catholics who use contraception. This study is particularly timely given the recent Catholic opposition to the Affordable Care Act’s mandate of employee healthcare provided birth control as well as, the extraordinary synod of bishops to discuss pastoral challenges to family life in October 2015. Fourteen married Catholic women were interviewed about their religious identities and experiences using contraception. Analysis demonstrated how these women constructed a religious identity by maximizing certain aspects, such as prayer and service, while minimizing other aspects, such as individual autonomy and denominational distinctions, of their religious identity. However in order to cope with the tension between their salient religious identity and their contraceptive decision making women utilizing multiple mechanisms. Specifically, they made boundaries around which types of contraception were acceptable and limits to church or individual authority; they justified their decisions based on medical necessity or betrayal they felt from the church; they legitimated their decisions by discussing God’s control and their husband’s perceptions of NFP; and they normalized their decisions through their desire to care for their children and be sexually intimate with their husbands. This research illuminates unique challenges that religious women face in their sexual decision making and sexual health practices that can help sex educators and health care providers care for women. Additionally, the Catholic Church and American Catholics make up huge forces in education, health care, charity, politics, and employment. However, not all Catholics follow the rules of the church. Those members who remain an active part of the Catholic Church, such as the practicing Catholics in this study can influence the way the church changes. By better understanding the experience of these dissenters, social researchers may be able to better understand the future of the Catholic Church.

Dans cette recherche, j’étudie les dynamiques identitaires des minorités ibadite/berbère et juive de l’île de Djerba (Tunisie) à travers le prisme du tourisme et de la révolution. Je démontre que l’agencéité de ces deux minorités ethnicoreligieuses se base sur la force mobilisatrice de leur patrimoine immatériel. Je déconstruis le double discours colonial et national les dotant d’un statut historique et juridique subalterne en me basant sur l’apport critique des études postcoloniales et sur une ethnographie multi-située. J’inscris ce faisant cette agencéité dans une dynamique de relations de pouvoir. J’analyse les adaptations, les négociations et les résistances des acteurs ibadites/berbères et juifs sous le régime colonial puis sous l’État-nation pour aboutir à une meilleure connaissance de leurs stratégies dans l’hyperprésent, soit la révolution de 2011. J’explique qu’en contribuant activement au jumelage de leur patrimoine immatériel à l’industrie touristique et qu’en s’engageant dans la mouvance politique postrévolutionnaire, ces acteurs se réapproprient une citoyenneté entière en Tunisie. Cet examen critique met en évidence les stratégies adoptées par les acteurs des minorités étudiées pour se repositionner par rapport aux structures, non pas dans le sens d’une rupture, mais plutôt dans celui de s’insérer dans les relations de pouvoir avec un statut avantageux.