Decolonising Religious Education in Sub-Saharan Africa through the Prism of Anticolonialism: A Conceptual Proposition

Autor/in	Matemba, Yonah
Titel	Decolonising Religious Education in Sub-Saharan Africa through the Prism of Anticolonialism: A Conceptual Proposition
Quelle	In: British Journal of Religious Education, 43 (2021) 1, S.33-45 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2020.1816529
Schlagwörter	Religious Education; Criticism; Epistemology; Foreign Policy; Curriculum Design; Educational Change; Cultural Pluralism; Religious Cultural Groups; Postcolonialism; Political Attitudes; Sociocultural Patterns; Foreign Countries; Teaching Methods; Africa + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Kritik; Erkenntnistheorie; Außenpolitik; Lehrplangestaltung; Bildungsreform; Kulturpluralismus; Kirchliche Gruppe; Religionszugehörigkeit; Post colonialism; Postkolonialismus; Political attitude; Politische Einstellung; Soziokulturelle Theorie; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Afrika
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01