Call for Papers for ERATS July 2024 Special Issue

JOURNAL: E-Journal of Religious and Theological Studies (ERATS)
ISSN: Online 2458-7338 | Print 2821-8957
JOURNAL INDEXING AND ARCHIVING: Directory of Open Access Journals (DOAJ), CrossRef , Portico, EBSCO

THEME: Religious Education in a Curriculum Restructuring Era
Bekithemba Dube, Centre for Diversity in Higher Education, Central University of Technology (Corresponding Guest Editor)
Doniwen Pietersen, University of South Africa (Corresponding Guest Editor)
Dean Langeveldt, Sol Plaatje University

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 (Matemba, 2020). 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 for 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 (2016), religious education instructors need to reimagine their subject to make it more relevant to the new curriculum.

This reimagination of religious studies involves encouraging critical thinking, compassion and open-mindedness among students (Dlamini, 2018). 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 that should not be ignored, not least of which is the platform to discuss ethical issues in a morally ambiguous world.


Dlamini, B. S. (2018). State Reflection on Religious Education and Restructuring of the Education Landscape in Swaziland. Journal of Humanities and Social Science, 23(2), 42-48.

Matemba, Y. (2021). Decolonising religious education in sub-Saharan Africa through the prism of anti-colonialism: A conceptual proposition. British Journal of religious education, 43(1), 33-45.

Le Grange, L. (2016). Decolonising the University Curriculum. South African Journal of Higher Education, 30(2), 1–12.


We invite scholars, educators, and researchers to contribute to a special issue of the E-Journal of Religious and Theological Studies (ERATS) that critically examines whether Religious Education should continue to hold a significant role in curriculum design and implementation.

Theme and Focus:

This special issue aims to provide a platform for a comprehensive exploration of the role and relevance of Religious Education in the context of curriculum restructuring. We invite original research papers, theoretical contributions, empirical studies, and critical reviews addressing topics that include, but are not limited to:

  • The historical significance of Religious Education in educational curricula.
  • The impact of curriculum restructuring on the position and representation of Religious Studies.
  • The pedagogical strategies and approaches within Religious Education.
  • The role of Religious Education in promoting intercultural understanding and tolerance.
  • Comparative studies on the inclusion or exclusion of Religious Education in different national curricula.
  • Challenges and opportunities in teaching Religious Education in contemporary educational settings.
  • Religious education, gender, race and social issues in educational policy and curriculum systems are formed
  • Political ideologies and religious systems contributions to reimagining curriculum
  • Social justice issues and religious education informing the 21st century curriculum

We request that interested scholars submit a manuscript of 4000-9000 words for this special issue. Papers should clearly describe and delineate to a greater extent how the manuscript will address one or more of the framing topics. Submissions can be research articles, theoretical papers, literature reviews, or empirical studies. All submissions will undergo a double-blind peer-review process.

Call for Papers Announcement: 5th February, 2024
Submission Deadline for full draft papers: Friday 5th April, 2024
Peer Review Process: 8th April 2024 – 10th May 2024
Final Manuscript Submission:  4th June, 2024
Publication of Special Issue: 26th July, 2024

Please submit all papers to


  1. Only a similarity/plagiarism index of 10% or less will be considered for review.
  2. Article Processing Charges (APC) – 200 USD. The APC which includes the cost for language editing is payable by the corresponding author/affiliation(s) as the case may be upon acceptance.


Bekithemba Dube is a full Professor in curriculum studies. He holds PhD in Curriculum Studies from the University of Free State, South Africa. He has written extensively on the area of Curriculum, Politics and Religion in post-colonial African countries. He has published more than 120 articles and book chapters in accredited journals in the past 6 years. He has successfully edited three books on curriculum, politics and religion and edited 4 special issues on education. He is currently the section editor for Alternation Journal, Section Editor for the Research in Social Science and Technology Journal, Associate Editor E Journal of Humanities, arts and Social Sciences and associate editor for the e-Journal of Religious and theological studies all accredited with DHET. He has served as a Head of the Department for Education Foundation and Department of Curriculum Studies at UFS. He is a visiting Professor at Appalachian State University (USA) and he has received funding such as Thuthuka, USDP award with Colorado State University (USA) and UKSADP with the University of Highlands and Inlands (Scotland). He has received various excellent awards for being exceptional in research, teaching and engaged scholarship.

Prof. Doniwen Pietersen is currently an Associate Professor of Philosophy of Education in the Department of Educational Foundations at the University of South Africa (UNISA). His research interests are foregrounded within Paulo Freire’s critical pedagogy theory of education and/or education. This framework encompasses research subthemes such as, humanization, religious entities, social justice, education policy, feminism, and critical thinking to aid education contexts for dialogue and discourse. He has published widely in the aforementioned research areas.

Dr. Dean Collin Langeveldt is a Senior Officer in Teaching Practice at Sol Plaatje University’s School of Education. He has over 27 years of experience as a teacher and is a researcher in the field of education. He holds a PhD in Education from the University of South Africa. His research interests include education, law, management, WIL, human rights, and Freirean critical pedagogy. He has published several journal articles on topics such as teacher bullying, inclusive education, pre-service teacher education, and educational leadership and management. He is a devoted and committed researcher who strives to deliver more than anticipated.

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