Tapiwa N. Mucherera

Dr. Tapiwa N. Mucherera serves as Professor of Pastoral Counseling at Asbury Theological Seminary, where he has been faculty since 1999. Initially based at the Wilmore campus, he relocated to the Florida Dunnam Campus in 2006 to establish the MA Counseling programs (MAMH, MAMF, & MAPC). He maintains active ordination as a United Methodist Minister in the Zimbabwe West Annual Conference and serves as an Affiliate member on the Florida United Methodist Annual Conference's Board of Ordained Ministry.

His academic credentials include:

• Diploma in Theology, United Theological College (Harare, Zimbabwe), 1985
• M.Div., Garrett-Evangelical Theological Seminary, 1989
• Bachelor’s degree in Religion and Psychology, Simpson College, 1990
• M.A. in Pastoral Care and Counseling, Iliff School of Theology, 1994
• Ph.D., University of Denver and Iliff School of Theology, 1999

Dr. Mucherera's scholarship centers on contextual pastoral care with emphasis on African perspectives, particularly through narrative approaches and cross-cultural competence. His work integrates theological reflection with practical counseling methodologies to address HIV/AIDS orphan crises, marriage/family dynamics, and clergy self-care. Fieldwork across Zimbabwe, the United States, and global contexts informs his distinctive fusion of indigenous practices like the African "palaver" with clinical counseling frameworks.

His publications reveal consistent thematic development across three decades, demonstrating increasing specialization in trauma-informed care for HIV-affected communities and decolonized pastoral models. The progression from foundational works like "Pastoral Care from a Third World Perspective" (2005) to applied narratives in "Glimmers of Hope" (2013) shows deepening engagement with community-based healing systems and resistance to Western therapeutic imperialism.

As program architect for Asbury's Florida counseling degrees, Dr. Mucherera shapes curriculum emphasizing real-world application through parish-based practicums and cross-cultural field education. His pre-faculty experience as a licensed therapist directly informs pedagogical approaches that bridge academic theory with community mental health needs, particularly in underserved African contexts.