Zambia’s Poorest Progressively Left Behind: Well-Being Denied

Abstract

After Independence in 1964, the government of Zambia set out to fashion a national of equals. In this, the school was seen to be a key strategy along the lines of the modernisation route to development. Initially, this seemed to be well directed but within a short time it was evident that this mode of schooling was elitist, promoting division between ‘haves’ and ‘have-nots.’ Today, the country is greatly divided between those who are well-off and those who are not. This article traces the path to this outcome historically.

Religious Education in Zambia: social justice

“…To move beyond this somewhat neutral 'academic' stance and be distinctive remained an on-going challenge. It leads to the question of the distinctively educational value of the Religious Education that was taking place (Carmody, 2021a). Limited to 'learning about' religion, Religious Education risks misinterpretation of religious data not unlike what might even be true in the study of literature, art, music, social or even natural science.…”

“…Within such a mode of existence, they settled for a piece-meal approach or what has been termed assistentialism without addressing the roots of the inequality (Schugurensky 1998, 21). In large part, it is argued that this happened because of an uncritical acceptance of the mythical notion that schooling is the great source not only of social mobility but of equity and justice (Calvert, 2014;Carmody, 2021aCarmody, , 2021bCarmody, , 2021c.…”

“…The particular concern about Religious Education's social role emerges from where today the majority of the population, though largely schooled, has little prospect of formal employment and the potential for wellbeing associated with that (Benajamin et al, 2021;Carmody, 2021aCarmody, , 2021bCarmody, , 2021c. It is true however that the country almost achieved universal primary school for all, which is a major achievement.…”