The Bloomsbury Handbook of Religious Education in the Global South
The Bloomsbury Handbook of Religious Education in the Global South

Author: Yonah Hisbon Matemba

Publisher: Bloomsbury Publishing

Published: 2022-02-10

Total Pages: 521

ISBN-13: 135010583X

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The Bloomsbury Handbook of Religious Education in the Global South presents new comparative perspectives on Religious Education (RE) across the Global South. Including 23 chapters written by scholars from the Global North and South, this is the first authoritative reference work on the subject. The handbook is thematically organised into seven sections. The first three sections deal with provision, response to changes in contemporary society, and decolonizing RE. The next four sections explore young people and RE, perspectives on teachers, RE in higher education, and finally, challenges and opportunities for RE. The term 'Global South' is used here primarily to signify the deep economic divide with the Global North, but the concept is also examined in historical, geographical, political, social and cultural terms, including the indelible influence of religion in all four broadly defined regions. Exploring RE from local, cross-national as well as regional and sub-regional perspectives, the handbook examines RE from its diverse past, present realities, and envisioned future revealing not only tensions, contestations, injustices and inequalities of power, but importantly, how inclusive forms of RE can help solve these problems.

Christianity and Public Culture in Africa
Christianity and Public Culture in Africa

Author: Harri Englund

Publisher: Ohio University Press

Published: 2011-08-15

Total Pages: 249

ISBN-13: 0821443666

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Christianity and Public Culture in Africa takes readers beyond familiar images of religious politicians and populations steeped in spirituality. It shows how critical reason and Christian convictions have combined in surprising ways as African Christians confront issues such as national constitutions, gender relations, and the continuing struggle with HIV/AIDS. The wide-ranging essays included here explore rural Africa and the continent’s major cities, colonial and missionary legacies, and mass media images in the twenty-first century. They also reveal the diversity of Pentecostalism in Africa and highlight the region’s remarkable denominational diversity. Scholars and students alike will find these essays timely and impressive. The contributors demonstrate how the public significance of Christianity varies across time and place. They explore rural Africa and the continent’s major cities, and colonial and missionary situations, as well as mass-mediated ideas and images in the twenty-first century. They also reveal the plurality of Pentecostalism in Africa and keep in view the continent’s continuing denominational diversity. Studentsand scholars will find these topical studies to be impressive in scope. Contributors: Barbara M. Cooper, Harri Englund, Marja Hinfelaar, Nicholas Kamau-Goro, Birgit Meyer, Michael Perry Kweku Okyerefo, Damaris Parsitau, Ruth Prince, James A. Pritchett, Ilana van Wyk

Course Syllabi in Faculties of Education
Course Syllabi in Faculties of Education

Author: André Elias Mazawi

Publisher: Bloomsbury Publishing

Published: 2020-06-11

Total Pages: 288

ISBN-13: 1350094269

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Course Syllabi in Faculties of Education problematizes one of the least researched phenomena in teacher education, the design of course syllabi, using critical and decolonial approaches. This book looks at the struggles that scholars, policy makers, and educators from a diverse range of countries including Australia, Canada, India, Iran, Palestine, Qatar, Saudi Arabia, the USA, and Zambia face as they design course syllabi in higher education settings. The chapter authors argue that course syllabi are political constructions, representing intense sites of struggles over visions of teacher education and visions of society. As such, they are deeply immersed in what Walter Mignolo calls the “geopolitics of knowledge”. Authors also show how syllabi have become akin to contractual documents that define relations between instructors and students Based on a set of empirically grounded studies that are compared and contrasted, the chapters offer a clearer picture of how course syllabi function within distinct socio-political, economic, and historical contexts of practice and teacher education.

The African National Congress and Participatory Democracy
The African National Congress and Participatory Democracy

Author: Heidi Brooks

Publisher: Springer

Published: 2019-08-15

Total Pages: 255

ISBN-13: 3030257444

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This book examines the development of democratic thought in the African National Congress (ANC) of South Africa, with a focus on the movement’s ideas about participatory democracy. It makes particular reference to two key periods: the 1980s ‘people’s power’ movement and the subsequent years of policy formulation from 1990 when the ANC began to design and implement a system of participatory democracy alongside a representative government. Through the examination of historic documents and in-depth interviews with former ANC activists, government officials and those involved in policy development, the author explores the inspiration for the party’s commitment to establishing participatory democracy. The book combines democratic theory and political and intellectual history to look at the role of popular participation as part of a broader trajectory of the ANC’s democratic thought. It critically engages with concepts used in the party’s participatory discourse with a view to deepening our understanding of how ideas have shaped the construction of South Africa’s democracy.

Conversion and Jesuit Schooling in Zambia
Conversion and Jesuit Schooling in Zambia

Author: Brendan Patrick Carmody

Publisher: BRILL

Published: 1992-01-01

Total Pages: 222

ISBN-13: 9789004094284

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This book contains a grassroots history of schooling as an instrument of Catholic conversion at a Jesuit mission in southern Zambia over a 75 year period. It provides a threefold division of the history dealing with initial cultural contact of the missionaries with the local Tonga. It then outlines the mission's role during Zambia's pre-independence and its possible links to nationalism. The work finally identifies the challenge of being a denominational school in post-independence Zambia.