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This article explores the pedagogic value of the Confession of Belhar within a practical theology narrative framework as a potential therapeutic practice for racial (pre- and post-1994) traumatic experiences. Recurring and hidden occurrences of oppression, injustice, inferiority and disunity engender psycho-social dysfunctionality in church and society (De Beer &amp; Van Niekerk 2009:50-52). The deconstruction of structuralist hegemonic paradigms will be undertaken. Secondly, a contextual analysis of liberating poststructuralist paradigm/s serves as foundation for the article. Thirdly, the appropriation of narrative pedagogical maps is explored. Fourthly, different narrative maps within a pedagogical framework are applied to illuminate two (Koopman 2008; Strauss 2005) opposing narratives. Finally, suggestions are provided of how narrative pedagogy could be applied to address pre- and post-1994 conditions of oppression, injustice and disunity. The Confession is proposed as a narrative pedagogical model in addressing ecclesial and psycho-social dysfunctionalities. The objective is to explore how racial trauma and hegemonic conditions can be addressed and transformed into alternative living possibilities, respectively

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The relevance of pedagogical narrative maps: The Confession of Belhar as a practical theological narrative searching for a pedagogic-therapeutic methodology.