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Teaching religious education in Zambian multireligious secondary schools

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dc.contributor.advisor Fredericks, C. R. en
dc.contributor.advisor Lewis, A. en
dc.contributor.author Chizelu, John Mabaya en
dc.date.accessioned 2009-08-25T11:01:20Z
dc.date.available 2009-08-25T11:01:20Z
dc.date.issued 2009-08-25T11:01:20Z
dc.date.submitted 2006-11-30 en
dc.identifier.uri http://hdl.handle.net/10500/2196
dc.description.abstract This study focuses on the teaching of RE in Zambian multireligious secondary schools. The problem faced in secondary schools is that currently RE is being taught with a single religious approach by the RE teachers instead of using a multireligious perspective as directed by the Ministry of Education (MoE). The aim of this study, therefore, was to find out why RE teachers tend to be reluctant to respond to the MoE directive in applying a multireligious approach to the subject. In order to achieve this aim, an empirical investigation was necessary. A quantitative and qualitative survey through self-administered questionnaires and in-depth interviews were undertaken by the 194 teachers teaching RE in selected secondary schools in the Copperbelt Province. The research reveals that the RE teachers' reluctance to respond to the Ministry's directive is a result of their different perceptions which are mostly influenced by their religious affiliations and the syllabuses they use. For example, the majority of the RE teachers involved in the teaching of RE in secondary schools are Christians, therefore, they are reluctant to teach RE that also includes non-Christian religions because they feel it would compromise their consciences and their own faiths. As a result, they prefer to teach the subject from a Christian standpoint. This approach differs from the MoE directive to teach RE from a multireligious perspective. In the light of the different perceptions concerning the problem of teaching RE in Zambian multireligious secondary schools, the following recommendations have been made: (i) Since the Zambian secondary schools have become multireligious, RE teaching should take a multireligious perspective if it is to be relevant to the needs of pupils of diverse religious backgrounds; (ii) The current RE syllabuses (2044 and 2046) require a critical evaluation and revision in order to ensure that they adapt to a multireligious tradition. Finally, the results of this study concludes that the teaching of RE should be firmly placed in an educational context by making no assumptions or preconditions from the personal commitment of RE teachers. The role of RE teachers is that of educators. en
dc.format.extent 1 online resource (xiii, 289 leaves)
dc.language.iso en en
dc.subject Religious pluralism en
dc.subject Quantitative research survey en
dc.subject RE teachers en
dc.subject Questionnaires en
dc.subject Perception en
dc.subject Multireligious context en
dc.subject Religious Education en
dc.subject Education en
dc.subject Religion en
dc.subject Teaching en
dc.subject.ddc 200.7126894
dc.subject.lcsh Religious education -- Zambia
dc.subject.lcsh Religion -- Study and teaching (Secondary) -- Zambia
dc.subject.lcsh Multicultural education -- Zambia
dc.title Teaching religious education in Zambian multireligious secondary schools en
dc.type Thesis en
dc.description.department Educational Studies en
dc.description.degree D.Ed. (Didactics) en


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