Abstract

This article will consider the parameters of systematic theological-‘knowledge’ today by examining the contribution of women’s theology to the field. This examination takes place in the context of debates about knowledge-construction within institutes of higher learning, and context of increased numbers of women theology students, as well as international emphasis on achieving gender equality, such as the United Nations’ Sustainable Development Goals. With regard to curriculums of systematic theology, it is noted that a proverbial ‘canon within a canon’ exists with regard to including a diversity of voices in prescribed study material, specifically the contributions of women’s perspectives and women’s history as subject-content. This ‘data-gap’ is problematic with regard to epistemology and hermeneutics, which are instrumental in constructing a grammar of faith – that is, ‘church doctrine’ (which is traditionally the main component of systematic theology). This implies that a type of decolonisation, or unlearning is necessary. If a next generation of women systematic theologians are to be nurtured, approaches to teaching systematic theology and the methodology of systematic theology itself requires deconstruction. Contribution: This research aims to contribute to the fields of systematic theology, women’s studies, women’s theology and gender studies. It will also contribute to the fields of postcolonial epistemology and hermeneutics, as well as the study of the methodology of systematic theology.