Religious education in Botswana—an example of development, progress and vision

Davies, Geraint

doi:10.1080/01416200601162581

Cited by 3 publications

(3 citation statements)

References 3 publications

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“…Most of the research on indigenous peoples or religion published in RE journals takes different countries in the African continent as its contexts and is based on theological or inter-religious perspectives cf. (Davies 2007). However, we sense a growing awareness of perspectives on Indigenous peoples and cultures in Western and non-religious Religious Education (cf.…”

Section: Re Research Perspectivesmentioning

confidence: 99%

‘Sami Religion’ in Sámi Curricula in RE in the Norwegian School System: An Analysis of the Importance of Terms

Andreassen

Olsen

2020

Religions

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In this article, we map and analyse the changes in conceptualisation and ideas on Sámi and indigenous people in the Sámi (Religious Education) RE curricula for primary and secondary school in the period from 1997 to 2015. Through the analysis of five sets of curricula for RE in this period, we investigate how they introduce a new set of ideas and concepts concerning religion related to the Sámi as an indigenous people. ‘Circumpolar indigenous people’s religion’ is a concept and a category that is primarily found within the Sámi curriculum of Norway’s educational system. As such, we argue it is a way of religion making through the conceptualization of Sámi religion in particular, and indigenous religions in general.

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Section: Re Research Perspectivesmentioning

confidence: 99%

‘Sami Religion’ in Sámi Curricula in RE in the Norwegian School System: An Analysis of the Importance of Terms

Andreassen

Olsen

2020

Religions

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“…Disregarding the culture of the people in various colonies, many governmental and Christian organizations during these colonial periods sent missionary educators around the world to provide a formalized Western Christian education for these people groups (Akanle, 2011;Davies, 2007;Matemba, 2010). In describing the training for early missionaries, Jenkins (2012) explained how they were trained in their own formalized educational methods, but nothing was mentioned about preparing these educators for adapting to the cultures of the people they were going to serve.…”

Section: Historical Aspects Of Ministerial Training the Impact Of Colmentioning

confidence: 99%

“…As the respondents to this author's initial study were so vocally passionate about, it is no longer possible to take Western cultural Christianity and export it as a package and expect it to be a "one size fits all" for people around the world. In order to be effective today, that education must be relevant to the culture where the education is taking place and that successful educators must be students of the culture where they are teaching (Akanle, 2011;Davies, 2007;Edgell, 2007;Nessan, 2010). Naidoo (2017) also expresses concern that Western missionaries who come to teach in the third world must avoid assuming that their versions of theology and their interpretation of the Bible are the only correct ones.…”

Section: Concerns About Effective Ministerial Training In a Postcolonmentioning

confidence: 99%

Improving Access To Ministerial Training Through The Use Of Electronic Devices: A Qualitative Study Of Educators In Developing Nations

Beaty¹

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theological education that effectively offers this ministerial training for pastors. For instance, in the United States and Canada, the Council for Christian Colleges & Universities recognizes over 175 member schools that each offer training that leads to ministerial credentialing ("Members & Affiliates," 2016.). Similarly, the Association for Theological Schools has over 275 member and affiliate graduate schools and seminaries in North America that provide training for varieties of Christian, Jewish, Buddhist, and Islamic clerical leaders ("Member Schools," 2016). Likewise, the United States Conference of Catholic Bishops recognizes nearly 150 seminaries that train Roman Catholic priests in the United States ("Seminaries and Organizations," 2016). The World Council of Churches has identified over 650 colleges, universities, and seminaries that provide ministerial training in the United States (www.globethics.net). While these organizations do not represent a comprehensive list of all schools that offer theological training, they give an indication that there are multiple accrediting agencies in North America that guarantee the quality of theological training in various colleges, universities and seminaries. They also demonstrate that there is a wide variety of options available for those who desire to prepare for pastoral ministry to find the training that they need. However, in the country of Ghana, with a population of about 29,000,000 people ("Ghana Population," 2018), the World Council of Churches identifies fewer than 60 schools that offer theological training (www.globethics.net, 2016). Of these, the Ghanaian National Accreditation Board identifies fewer than 25 schools that are officially accredited to offer either undergraduate or graduate theological training for Christian, Islamic, or Jewish faiths ("List of Accredited," 2018). Likewise, the country of Peru, with approximately 32,000,000 residents ("Peru Population," 2018) has a similar population to Ghana, and they have fewer than 60 theological schools (www.globethics.net, 2016). The disparity is also seen by the size of

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Central and Southern Africa: Islamic Education Variations

Haron

2020

The Palgrave Handbook of African Education and Indigenous Knowledge

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Religious education in Botswana—an example of development, progress and vision

Cited by 3 publications

References 3 publications

‘Sami Religion’ in Sámi Curricula in RE in the Norwegian School System: An Analysis of the Importance of Terms

‘Sami Religion’ in Sámi Curricula in RE in the Norwegian School System: An Analysis of the Importance of Terms

Improving Access To Ministerial Training Through The Use Of Electronic Devices: A Qualitative Study Of Educators In Developing Nations

Central and Southern Africa: Islamic Education Variations

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