State-Based Curriculum Making in a Post Colonial Zimbabwe: Making Sense of Family, Religious and Moral Education in a Global Context

Autor/inn/en	Dube, Bekithemba; Tsotetsi, Cias
Titel	State-Based Curriculum Making in a Post Colonial Zimbabwe: Making Sense of Family, Religious and Moral Education in a Global Context
Quelle	In: Journal of Social Studies Education Research, 10 (2019) 1, S.241-258 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-9108
Schlagwörter	Foreign Countries; National Curriculum; Postcolonialism; Religious Education; Ethical Instruction; Educational Policy; Educational Change; Resistance to Change; Teacher Shortage; Barriers; Curriculum Development; Curriculum Implementation; Best Practices; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Post colonialism; Postkolonialismus; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Ethics instruction; Teaching of ethics; Ethikunterricht; Politics of education; Bildungspolitik; Bildungsreform; Lehrermangel; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Simbabwe
Abstract	The teaching and learning of religion in most post-colonial states take place on an ambivalent and contested terrain, which has resulted in the amputation of religion from some schools and contexts. The new curriculum in Zimbabwe, as a state-making project that is arguably devoid of, or has covert policy networks, has resulted in religious curriculum resistance. In this paper, we juxtapose two questions: What are the challenges of the new religious curriculum, and how can the international practice of teaching religion be infused in the curriculum to address the contested terrain and to improve the policy network among religious players? The paper is couched in decoloniality theory, of which one of the agendas is to shift the geography of knowledge. Policy networks in religious circles can exorcise coloniality, which centred religion on a contested terrain within the mainstream curriculum practice. The paper argues that the teaching and learning of religion cannot be left to the state to control; instead, there should endeavours for the policy network among religious players to be contextualised in relations that have respect for difference. There is a need to reconfigure religions, so that they face the lived realities of communities. (As Provided).
Anmerkungen	Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01