Towards the decolonisation of religion education in a pre-service education classroom

Esau, Omar

doi:10.1080/01416200.2020.1848799

Cited by 4 publications

(3 citation statements)

References 11 publications

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“…Changes and improvements to the curriculum always occur with changing leadership regimes. The same is true in other developing countries, such as in South Africa, by updating the religious curriculum according to government policy [41]. The same is true for Pakistan in the process of developing the Religious Education curriculum [42].…”

Section: Islamic Religious Education Curriculum In Indonesia (Pai)mentioning

confidence: 87%

Halal Lifestyle Education in Indonesia: An Analysis of Textbook Content

Handayani¹,

Rusydiyah²,

A'la³

2023

Proceedings of the International Conference on Intellectuals’ Global Responsibility (ICIGR 2022)

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This study aimed to analyze the content of halal lifestyle in Islamic religious education textbooks for grades 7-9 published by the Ministry of Religious Affairs of the Republic of Indonesia using content analysis. The results found halal lifestyle content in 6 domains: food, finance, travel, fashion, media and recreation, and pharmaceuticals. The most dominant domain was food, with 10 title items in grade 8 discussing halal materials and concepts. The study also found discussions on travel, specifically Hajj and Umrah, and fashion, specifically the obligation to cover aurat. However, the materials on halal foods were still limited to conventional understanding and did not accommodate current conditions. The implications of these findings suggest the need for an update in the content of halal lifestyle in Islamic religious education textbooks.

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Section: Islamic Religious Education Curriculum In Indonesia (Pai)mentioning

confidence: 87%

Halal Lifestyle Education in Indonesia: An Analysis of Textbook Content

Handayani¹,

Rusydiyah²,

A'la³

2023

Proceedings of the International Conference on Intellectuals’ Global Responsibility (ICIGR 2022)

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“…For him, the emergency of African theology and decolonization is crucial. There is also agreement among a few scholars that decolonization is a good method to apply when dealing with issues that need to be reversed or undone due to colonialism (Omer 2020;Sakupapa 2018;Wiredu 1998;Esau 2020). To avoid generalizing about the whole of Africa in this article, I chose the local Collins Chabane Municipality to collect data for this decolonial research.…”

Section: Methodology Of the Studymentioning

confidence: 99%

A Critical Evaluation of the Impact of Religious Belief (Christianity) within Post-Colonial African Burial Rites: A South African Perspective

Elijah

2024

Religions

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The mystery of death, dying and funerals has been a universal phenomenon in the lives of almost all human beings, from humanity’s fall from grace to today. Death visits every culture, clan and family, and yet it continues to be a terrifying, unexpected stranger and the most feared enemy of human beings. People from different cultures use different coping mechanisms to fight off the pain of death, but for some people in the Collins Chabane Municipality, a particular Christian religious belief has been shown to be the most reliable asset during the battle. It is questionable whether alternative traditions besides Christianity can compete with Christianity in bringing healing from the pain of death. Various methods of healing, like African grief therapy and psychological healing, are offered to bereaved family members after death and even after burial, but are they enough for Africans to return to their normal lives? This article discusses why (Christian) religious belief is essential during and after the burial of a loved one. This is carried out within the context of colonialism having eroded all African traditions, creating a space for Christianity alone to be a remedy in death and burying.

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“…The idea of decolonial knowledge building in HE and within curricula has gained traction (Fataar 2021b) with the curricula in diverse subject areas such as biomedical disciplines (Jacobs et al 2020;Louw et al 2021), psychology (Cornell, Kessi & Ratele 2022;Fernández et al 2021), music (Struwig 2021), sciences (eds. Hlatshwayo et al 2021), religion (Esau 2021), law (Quinot 2020) and more, being scrutinised recently in the light of decoloniality.…”

Section: Stellenbosch University's Contextmentioning

confidence: 99%

Challenges of transforming curricula: Reflections by an interdisciplinary Community of Practice

Dullaart,

Coetsee,

Farmer

et al. 2023

Transformation in Higher Education

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Institutional transformation and inclusion have slowly become more prominent in the strategies of historically white institutions in South Africa. Despite these efforts, progress towards these goals has been limited. In this article, we reflect on our conversations about transforming our curricula and teaching practices as an interdisciplinary Community of Practice. Our conversations grappled with the lack of curricular transformation at Stellenbosch University, despite its aspirational transformation plan. We argue that difficult interdisciplinary conversations are key to interrupting our teaching practices and are crucial in the decolonising process. These conversations must be ongoing and enduring, because through sharing our stories we support agents of curriculum transformation in our different contexts. Our conceptual conversations explored various theories about decoloniality, and here we employ ubuntu pedagogy, as well as the concepts of redistribution, recognition and representation from social justice theory. We harness the collaborative energy of an interdisciplinary Community of Practice, with its associated storytelling, reading, writing and reflecting to harness the diversity of personal and disciplinary perspectives. We include some reflective vignettes to illustrate our process.Contribution: The relevance of this study, beyond our contexts, arises from a gap in the decolonising process, from its theory to its practice. We argue that even a good institutional transformation plan will not guarantee the decoloniality of curricula. More is needed. Systemic change is needed, and difficult interdisciplinary conversations are part of this process. There must be recognition and representation of marginalised voices and specific context-related redistribution of curricula, so that transformation plans and theories can take effect.

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Towards the decolonisation of religion education in a pre-service education classroom

Cited by 4 publications

References 11 publications

Halal Lifestyle Education in Indonesia: An Analysis of Textbook Content

Halal Lifestyle Education in Indonesia: An Analysis of Textbook Content

A Critical Evaluation of the Impact of Religious Belief (Christianity) within Post-Colonial African Burial Rites: A South African Perspective

Challenges of transforming curricula: Reflections by an interdisciplinary Community of Practice

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