Rethinking Christian Religious Education in Ghana: History, Challenges and Prospects

Addai-Mununkum, Richardson

doi:10.1080/10656219.2014.966873

Cited by 7 publications

(4 citation statements)

References 11 publications

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“…Post-confessional scholarship in RE places greater emphasis on the need for the contemporary classroom to take account of religious diversity and where the learning environment helps learners not only recognize the religious 'other', or none, but also ask critical questions (Conroy et al 2013;Ter Avest et al 2008). Following the unprecedented political developments towards democratisation from the 1990s onwards and other push-factors such as immigration, pluralisation and liberal educational policies, to date, research in RE in sub-Saharan Africa has mainly focused on the different ways countries (e.g., Ghana, Malawi, Botswana, Kenya, Botswana, Nigeria, Zimbabwe, Uganda and South Africa) have reformed the RE curriculum (see Matemba 2005;Addai-Mununkum 2014;Ndlovu 2014;Carmody 2003;Mwesigwa 2009;Kasomo 2011;Chidester 2003;Bayim 2015). Extant scholarship in sub-Saharan Africa has highlighted not only important nuances from country to country but also the extent to which policy-borrowing has been a common feature of these reforms.…”

Section: Representation Of Religion In Education As Conceptualised Inmentioning

confidence: 99%

‘These religions are no good – they’re nothing but idol worship’: mis/representation of religion in Religious Education at school in Malawi and Ghana

Matemba

Addai-Mununkum

2017

British Journal of Religious Education

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This article draws data from two complementary studies in sub-Saharan Africa to highlight the problem of religious misrepresentation in (multi-faith) Religious Education (RE) at school in Malawi and Ghana. Employing Michael Apples' conception of selective tradition, the article is critical of the confrontational disputation inherent in the RE in the two countries. The misrepresentation is analysed under themes related to classroom discourse and the nature of religion. It argues that RE could actually be counter-productive and thus end up misrepresenting religions instead of promoting them. Unless there is a radical shift in the areas identified, the subject will continue to present a distorted picture of religion and thus fail in its civic responsibility as a curriculum area that is perhaps best placed to inculcate pro-social values towards citizenship in a world of religious diversity.

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Section: Representation Of Religion In Education As Conceptualised Inmentioning

confidence: 99%

‘These religions are no good – they’re nothing but idol worship’: mis/representation of religion in Religious Education at school in Malawi and Ghana

Matemba

Addai-Mununkum

2017

British Journal of Religious Education

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“…Interestingly, most Ghanaians are Christian and because of Ghana's colonial history, religious education has always been a key component of its educational system. Independence (individualism) is also rooted in Christian education (Addai-Mununkum, 2014). In terms of social values, Hofstede carried out a large cross-cultural survey among 78 countries to explore social values, and found that compared to individualism, Ghana was a relatively collective country with a rank of 58 on individualism (Hofstede et al, 2005).…”

Section: Comparisons Between China Ghana and Pakistanmentioning

confidence: 99%

Characteristics and influencing factors of early childhood teachers’ work stress and burnout: A comparative study between China, Ghana, and Pakistan

Chen

Ntim²,

Zhao³

et al. 2023

Front. Psychol.

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IntroductionMany studies have documented the stress and burnout experienced by early childhood teachers. However, few have focused on comparisons among countries, particularly developing ones. Meanwhile, female teachers, who are more sensitive and tend to provide emotional responses, are often overlooked as a major force of emotional involvement. This study examined the similarities and differences of early childhood teachers’ stress, burnout, and gender in China, Ghana, and Pakistan.MethodsThis study adopted a cross-sectional design. The participants included 945 preschool and lower primary school teachers recruited from Zhejiang Province in China, the Ashanti Region in Ghana, and Punjab, Pakistan. The analyses were conducted using structural equation modeling. First, the study estimated all parameters separately and without constraints between the groups for all models. Second, the study compared the latent mean difference and of stressors and burnout between teachers’ personal and job characteristics. Third, a structural equation model was used to assess the relationship between teachers’ stressors and burnout.ResultsAcross the three countries, female teachers are more stressed out, with higher emotional demands and work-family conflicts, and are more prone to burnout with a greater level of emotional exhaustion and a lower level of personal accomplishments than their male counterparts are. Moreover, Chinese teachers were found to be the most stressed-out group with the highest level of burnout. In comparison to teachers in China and Pakistan, early childhood teachers in Ghana possess the lowest level of emotional demands. With the lowest level of emotional exhaustion and the highest level of personal accomplishments, Pakistani teachers were unlikely to experience burnout.DiscussionThis study comparatively analyzed the characteristics of stress and burnout among ECTs in different cultural settings and educational systems in three developing countries (China, Ghana, and Pakistan), and revealed workplace characteristics and circumstances for ECTs. In addition, this study takes gender as the main influencing factor and explores its effect on ECTs’ stress and burnout, and it highlights and verifies "emotionality" in ECTs' profession. As a result, policymakers and stakeholders in different countries may be encouraged to improve ECE quality and the well-being of ECTs.

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“…why in a family a mother is able to educate the children and at the same time provide affection and feeling safe [9]." This means that the purpose of education in the Javanese family is a close relationship between parents and children who love each other and a peaceful condition [10].…”

Section: Education In Javanese Societymentioning

confidence: 99%

Ing Ngarsa Sung Tuladha, Ing Madya Mbangun Karsa, Tut Wuri Handayani: Methods of Javanese Local Wisdom Used in Christian Religious Education

Rambitan¹

2021

Advances in Social Science, Education and Humanities Research

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Method is very important in education, and in particularly Christian religious education. Methods are used in every work to produce something. It can be from any kind of culture and civilization. This research will concentrate on methods practiced in Javanese society, and in Christian traditions, namely The Old Testament and The New Testament. Methods practiced in the culture of Javanese and in the Bible are basically the same. Both sources give variety of methods which can be mixed or support one another. These methods are used in different context so the form might be different in accordance with the context of education. The research will be on the method of teaching in Javanese society in Indonesia and the teaching methods in the Bible, i.e. from the beginning of the existence of humankind and the ancestor of Israel and the prophets of Israel in the Old Testament, and in the New Testament as applied by Jesus and Paul. On how this research in done, the researcher or the writer study on the methods used in Javanese society namely ing ngarsa sung tuladha, ing madya mbangun karsa and tutwurihandayani. This research pursue to study the methods used in religious education in the Bible. Here, the research will study the available and relevant materials. This research produce a theses that methods as local wisdom in Javanese society are similar to methods used in the Bible. They can be used in modern time and will be useful if it is used in the right way.

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Rethinking Christian Religious Education in Ghana: History, Challenges and Prospects

Cited by 7 publications

References 11 publications

‘These religions are no good – they’re nothing but idol worship’: mis/representation of religion in Religious Education at school in Malawi and Ghana

‘These religions are no good – they’re nothing but idol worship’: mis/representation of religion in Religious Education at school in Malawi and Ghana

Characteristics and influencing factors of early childhood teachers’ work stress and burnout: A comparative study between China, Ghana, and Pakistan

Ing Ngarsa Sung Tuladha, Ing Madya Mbangun Karsa, Tut Wuri Handayani: Methods of Javanese Local Wisdom Used in Christian Religious Education

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