Decolonising religious education in sub-Saharan Africa through the prism of anticolonialism: a conceptual proposition
Through the lens of an anticolonial (as opposed to postcolonial) analytical framework, this conceptual paper examines decolonising efforts (and failures) in Religious Education (RE) as a school subject in post-independent sub-Saharan Africa. It critiques the missionary/European epistemological hegem...
| Autor principal: | |
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| Tipo de documento: | Recurso Electrónico Artigo |
| Idioma: | Inglês |
| Verificar disponibilidade: | HBZ Gateway |
| Journals Online & Print: | Carregar...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publicado em: |
[publisher not identified]
[2021]
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| Em: |
British Journal of religious education
Ano: 2021, Volume: 43, Número: 1, Páginas: 33-45 |
| (Cadeias de) Palavra- chave padrão: | B
Subsaharisches Afrika
/ Pedagogia da religião
/ Descolonização
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| Classificações IxTheo: | AH Pedagogia da religião KBN África subsaariana ZC Política geral |
| Outras palavras-chave: | B
postcolonial environment
B Decolonised RE B anticolonialism B Sub-Saharan Africa |
| Acesso em linha: |
Presumably Free Access Volltext (Resolving-System) |
| Resumo: | Through the lens of an anticolonial (as opposed to postcolonial) analytical framework, this conceptual paper examines decolonising efforts (and failures) in Religious Education (RE) as a school subject in post-independent sub-Saharan Africa. It critiques the missionary/European epistemological hegemony that continues to render RE a colonial rather than a postcolonial project. Beyond rhetoric of the impact of colonialism, the paper laments the perversity of a ‘colonial caged mentality’ affecting the conceptualisation of RE in what is supposed to be a postcolonial milieu in which Africans should design school curricula that suit their particular needs. It calls for the re-conceptualisation of RE de-linked from colonial/Eurocentric thought patterns and presents an ‘envisioned’ decolonised RE (post-confessional, inclusive and multi-faith) that speaks to the political and socio-cultural reality of a postcolonial environment in sub-Saharan Africa. The argument in this paper is that sub-Saharan Africa should yearn for a paradigm shift not only to ensure the decolonisation of the RE curriculum, but also crucially to challenge embedded colonial residues inherent in stakeholders ‘manning the gates’ ensuring that decolonised RE is supported and implemented effectively in the curriculum and schools. |
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| ISSN: | 1740-7931 |
| Obras secundárias: | Enthalten in: British Journal of religious education
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| Persistent identifiers: | DOI: 10.1080/01416200.2020.1816529 |