Year: 2014
Type: article
Abstract: Although religion forms part of the educational curriculum in much of sub-Saharan Africa, its nature and role tend to be greatly restricted. By way of taking the situation at the University of Zambia (UNZA) as a case study, it will be argued that the teaching of religion as more truly conceptualized, as well as a person-centred pedagogy, can make a distinctive contribution and realize some of its transformative potential. This may provide a more appropriate paradigm for much needed transformative education in the region.
Author: Brendan Carmody
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: Boston College
OpenAlex ID: W2907677834