M.Th. Missiology · Source-based learning

Miss 24 (b): Traditional/Indigenous People: Issues and Challenges

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AGBS learning community

Read, compare, reflect and revise

All programme syllabi

Area F · Contemporary Missiological Issues · Miss 24 (b)

Traditional/Indigenous People: Issues and Challenges

M.Th. Missiology · Source syllabus with original formative learning enrichment

Course description

The term "Tribal," a pejorative term in itself is an official identity given to a cluster of communities in India by the Constitution of India. Not only does the derogatory name express the marginal existence of the people, the tribal/indigenous communities of India have been facing various threats, "colonial" domination, and oppression in their history. This course is a study of the issues and challenges surrounding the traditional people in India, their nature of existence, and their struggle for identity and justice from a Missiological perspective. Special attention will be given to their response to Christianity, and the emerging contextual theologies based on their identity and experience.

Course objectives

1. To introduce to the students the Indigenous people's world and their world view.

2. To make students understand unique features in the Indigenous Culture.

3. To make the students understand the difference Christianity made on the Indigenous Culture.

4. To identify the pastoral problems involved in working among the Indigenous people.

5. To identify the awakening movements among the Indigenous People and their Missiological challenges.

Original AGBS learning enrichment

Think beyond the outline.

These new exercises are formative suggestions, not changes to your official syllabus, deadlines or assessment weights. Your faculty decides which activities to use in class.

Your study record

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Use fictional or anonymised ministry cases. Do not enter another person’s counselling, medical or private family details.

My unit checklist

0 of 10 sections marked studied by you. This is self-reported learning progress.

Reflect

Pause and make a connection.

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Create and collaborate

Curate an Indigenous-context evidence seminar

Choose a source theme and compare authorised accounts, including community perspectives where available. Create a contextual map that separates evidence, theology and contested terminology. Use fictional cases for pastoral discussion; do not diagnose illness, prescribe treatments or solicit private testimonies.

  1. 1. Prepare
    Read the relevant source unit and record your evidence.
  2. 2. Make
    Create a draft, diagram, dialogue or teaching resource.
  3. 3. Revisit
    Invite peer feedback in class; revise and explain what changed.

Check your understanding

How is the source outline organised?

Practice only. No marks are posted to the gradebook.