This article sets out to reflect critically on the causes of undesired identity reformation that has occurred in Catholic secondary schools in Zambia’s Southern Province since the country gained independence from Britain in 1964. This critical reflection is necessitated by the fact that although scholars in the field of Catholic education and the Zambian people acknowledge the presence of undesired identity reformation in Catholic schools, this issue is presented in brief, speculative and indefinite terms. This is against a background where such schools have earned themselves a good reputation due to their provision of quality education to the Zambian people since independence. Catholics and other people concerned with the welfare of Catholic education have started to express their discontent with the identity reformation experienced by Catholic schools. This article, therefore, critically engages with Carmody’s (2007) contentions regarding the causes of undesired identity reformation in Catholic schools and relates them specifically to Catholic secondary schools in Zambia’s Southern Province in order to verify them. It is shown in this article that Carmody’s contentions are not relevant in explaining the causes of undesired identity reformation in Catholic secondary schools in Zambia’s Southern Province. As such, in stating the nature and the scope of the undesired identity reformation in Catholic secondary schools in Zambia’s Southern Province, the article highlights four genuine causes of undesired identity reformation. These four genuine causes are linked to a weakening of the “academic” and “religious” missions of Catholic schools, which contributes to their loss of Catholic education identity as recommended in Catholic education policy. Key words: Identity; Catholic; academic; religious Opsomming Hierdie artikel, “Katolieke sekondêre onderwys en identiteitsreformasie in Zambië se Suidelike Provinsie: ’n Gevolg van strydige waardes van onderwysbeleid of nie?”, is ’n uitvloeisel van ’n studie getitel “Katolieke sekondêre onderwys en identiteitsreformasie in Zambië se Suidelike Provinsie”. Die artikel dui aan dat sedert Katolieke skole in Zambië gevestig is, hulle deel van daardie land se onderwysvoorsiening uitmaak en oor die jare ’n goeie reputasie as verskaffers van onderwys van ’n goeie gehalte opgebou het. Sedert Zambië se onafhanklikwording in 1964 het Katolieke onderwys egter ’n ongewenste identiteitsverandering of -reformasie ondergaan, wat behels dat dit van Katolieke onderwyspraktyk, soos aanbeveel in Katolieke onderwysbeleid, afwyk. Kenners van Katolieke onderwys in Zambië en die Zambiese nasie erken die identiteitsverlies wat Katolieke skole sedert onafhanklikwording ondervind en gee hul ontevredenheid daarmee te kenne. Die betrokke kenners verwys slegs oorsigtelik na die probleem van identiteitsverlies wat Katolieke skole ondervind, wat tot gebrekkige insig in die probleem bydra. Die Zambiese nasie verwys slegs op spekulatiewe en onduidelike wyse na hierdie probleem, wat ook tot gebrekkige insig in die probleem van identiteitsverlies in Katolieke skole in die land bydra. Met verwysing na die argumente wat kenners van Katolieke onderwys oor hierdie probleem in Zambië aanvoer, is hierdie artikel gemoeid met die argumente wat Carmody (2007) aangaande die oorsake van ongewenste identiteitsreformasie in Katolieke skole aanvoer; die argumente word spesifiek met katolieke sekondêre skole in Zambië se Suidelike Provinsie in verband gebring met die doel om hulle te verifieer. Die artikel dui aan dat Carmody se argumente nie op Katolieke sekondêre skole in Zambië se Suidelike Provinsie van toepassing is nie en voer redes hiervoor aan. Die artikel gee ook ’n tentatiewe beskrywing van die ongewenste identiteitsreformasie wat Katolieke sekondêre skole in die Suidelike Provinsie ondervind en sluit af met ’n uiteensetting van die vier ware oorsake van ongewenste identiteitsreformasie in Katolieke sekondêre skole in Zambië se Suidelike Provinsie. Sleutelwoorde: identiteit, Katoliek, akademies. godsdienstig
The study investigated men’s experiences of Gender Based Violence in selected compounds of Lusaka Urban. The study adopted an interpretivist perspective which seeks to understand participants’ lived experiences of Gender based Violence. The study was conducted in two compounds of Lusaka Urban. The study sites were chosen because of their high prevalence of Gender Based Violence as reported on social media. The study was premised on the following research objectives; to determine the nature of Gender Based Violence against men, to explore the factors that lead to Gender Based Violence against men and to investigate men’s reactions in the face of Gender Based Violence. The study sample consisted of fourty-six (46) participants, thirty four (34) of whom were men from both Garden and Matero Compounds, four (4) representatives from the Zambia Police Victim Support Unit and eight (8) Church leaders. Purposive and convenient sampling techniques were used. The findings of the study revealed that among the forms of Gender Based Violence perpetrated against men were emotional abuse, sexual abuse, physical assault, financial abuse and verbal abuse. Other factors that led to Gender Based Violence against men were failure of a man to provide for family needs especially after change of economic status, alcohol abuse, retaliation to past mistreatment of wives by husbands, adultery and psychological disorders. Regarding men’s reactions in the face of Gender Based Violence, the study showed that few men reported cases of Gender Based Violence against them. This was attributed to the fact that men faced barriers such as societal view of battered men, police attitudes towards battered men and being ignored by the law enforcement bodies.
The Catholic Church has always proved to be a very dependable and reliable partner to various governments globally in terms of educational provision through Catholic educational institutions at all educational levels. Apart from such education institutions contributing to educational provision at all educational levels globally, the education they provide is also of a high standard. Taking a pinnacle position, at all levels in Catholic educational provision is the ‘religious mission’ and subordinate to this is the ‘academic mission’; and combined the two missions form the basis of Catholic schooling globally. However, the two missions of Catholic schooling highlighted above have not remained static over the years in Zambia’s education system due to factors of social change. Consequently, this has specifically led Catholic schools to experience an ‘identity change’ over the years since the attainment of political independence in Zambia (1964).The interplay of issues regarding the situation of Catholic schooling indicated above is centred on social change which determines educational policy directives or provisions culminating in the ‘changed identity of Catholic schools’. Social change factors divert the schools from educational practice as directed by the evolving Catholic education policies over the years. The general purpose of the paper, which utilises research findings from Hambulo’s (2016) study entitled ‘Catholic secondary education and identity reformation in Zambia’s Southern Province,’ is to give a categorical articulation of how factors of social change in the Zambian setting have influenced education policy directives, leading to the ‘changed identity’ of particularly Catholic secondary schools in Zambia’s Southern Province since 1964. Keywords: academic; education; Catholic; mission; policy; religious Opsomming Die Katolieke Kerk het nog altyd bewys dat hy wêreldwyd ’n baie betroubare en geloofwaardige vennoot vir verskeie regerings is wat betref onderwysvoorsiening deur middel van Katolieke onderwysinstellings op alle onderwysvlakke. Afgesien van hierdie onderwysinstellings se bydrae wêreldwyd tot onderwysvoorsiening op alle onderwysvlakke, is die onderrig wat die Kerk bied ook van ’n hoogstaande standaard. By Katolieke onderwysvoorsiening is die “godsdienstige missie”, en ondergeskik hieraan die “akademiese missie”, op alle vlakke belangrik; en as hierdie twee missies gekombineer word, vorm dit die wêreldwye basis van Katolieke onderrig. In Zambië se onderwysstelsel het die twee missies van Katolieke onderwys wat hier bo genoem word, met die verloop van tyd egter nie staties gebly nie ‒ vanweë faktore van sosiale verandering. As gevolg van hierdie faktore en sedert Zambië politieke onafhanklikheid (1964) bereik het, het Katolieke skole oor die jare ’n “identiteitsverandering" ondergaan. Die interaksie tussen kwessies rakende die situasie van Katolieke onderwys wat hier bo genoem word, sentreer op sosiale verandering wat die onderwysbeleidsriglyne of -voorskrifte bepaal, wat gelei het tot die “veranderde identiteit van Katolieke skole”. Sosiale veranderingsfaktore het die skole weggelei van onderwyspraktyke soos bepaal deur die ontwikkelende Katolieke onderwysbeleid deur die jare. Die hoofdoel van hierdie artikel, wat die navorsingsbevindings van Hambulo (2016) se studie, “Catholic secondary education and identity reformation in Zambia’s Southern Province” gebruik, is om kategoriese artikulasie te bied van hoe faktore van sosiale verandering sedert 1964 in die Zambiese opset die onderwysbeleidsriglyne beïnvloed het en gelei het tot die “veranderde identiteit” van Katolieke sekondêre skole in Zambië se Suidelike Provinsie in die besonder. Sleutelwoorde: akademies; onderwys; Katoliek; missie; beleid; godsdienstig
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