E-Journal of Religious and Theological Studies (ERATS) - ISSN 2458-7338

Globally, the field of education is experiencing a dynamic shift as curriculum-restructuring efforts gain momentum in response to evolving societal needs. A central question in this transformative era is the place of religious education in the curriculum. This question arises in an era marked by substantial paradigm shifts in education and curriculum reform, forcing educators to negotiate a challenging, multi-dimensional landscape. Historically, religious studies have played a significant role in education.[1] The subject’s function has gone beyond merely promoting a particular religion; it includes encouraging tolerance, critical thought and cross-cultural understanding.

However, in an era of curricular reform, the historical significance of religious education faces new challenges. Proponents of secular education argue for the need of a more inclusive and impartial curriculum. Those in favour of continuing religious studies believe the era of restructuring offers them a chance to adjust and re-evaluate their approach. As Le Grange puts it, religious education instructors need to reimagine their subject in order to make it more relevant in the new curriculum.[2]

This reimagination of religious studies involves encouraging critical thinking, compassion and open-mindedness among students.[3] The subject has the potential to be a formidable tool for promoting empathy and respect among people with different cultural and religious backgrounds at a time when the global community is experiencing rising levels of polarisation. Those in favour of retaining religious education in the curriculum, however, will need to satisfy critics that the subject is not a means of endorsing proselytisation or religious bigotry. Nevertheless, despite these challenges to its continued existence, teaching religious studies in schools presents unique opportunities which should not be ignored, not least of which is the platform to discuss ethical issues in a morally ambiguous world. This special issue has several papers which juxtaposed on religious education and curriculum. The underlying argument is that while the field remains within the school and university corridors, it faces various threats and ambivalent terrain which calls for scholars in the field to develop new theories and arguments to recentre it within discourses which seeks to contribute to betterment of humanity.

BIBLIOGRAPHY

[1] Yonah Matemba, “Decolonising Religious Education in Sub-Saharan Africa through the Prism of Anticolonialism: A Conceptual Proposition,” British Journal of Religious Education 43, no. 1 (2021): 33–45.

[2] L Le Grange, “Decolonising the University Curriculum,” South African Journal of Higher Education 30, no. 2 (2016): 1–12.

[3] Boyie S Dlamini, “State Reflection on Religious Education and Restructuring of the Education Landscape in Swaziland,” Journal of Humanities and Social Science 23, no. 2 (2018): 42–48.