Description
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.
Table of Contents
List of Images, Tables and Figures
List of Acronyms
Notes on Contributors
IntroductionReligious Education in the Global South, Yonah Hisbon Matemba (University of the West of Scotland, UK) and Bruce A. Collet, (Bowling Green State University, USA)Section One: State, Status and Provision of Religious Education1. Non-state Providers in Education and the Provision of Religious Education in Kenya, Malini Sivasubramaniam (University of Toronto, Canada)2. Zambia’s Religious Education: Reviewing the Journey, Brendan Carmody (Institute of Education, University College London, UK)3. Religious Education Reform in Turkey: Issues and Outcomes, Abdurrahman Hendek (Sakarya University Faculty of Theology, Turkey)Section Two: Religious Education and Changes in Contemporary Society4. We do not live alone: In Search of Inclusive Religious Education in Indonesian Faith Based Elementary Schools, Chiara Logli (Honolulu Community College, Hawaii, USA)5. Religion and Secularism in Turkish Religious Education, Yusuf Ziya Ogretici (Ministry of National Education, Turkey)6. Religious Education and Contemporary Issues in Zambia: Insights from Kabwe-Central Region, Joseph Chita and Nelly Mwale (University of Zambia, Zambia)Section Three: Towards Decolonising Religious Education7. Decolonising Christian Education in India? Navigating the Complexities of Hindu Nationalism and BJP Education Policy, Sally Elton-Chalcraft (University of Cumbria, UK) and David J. Chalcraft (Liverpool John Moores, UK)8. Marginalisation of African Traditional Religion in Kenyan Religious Education Curriculum, Matthew M. Karangi (St John Fisher School, UK).Section Four: Young People and Religious Education9. Indonesian Students’ Perceptions on Doctrines, Ethics, and Identity in Religious Education, Tabita Kartika Christiani and Handi Hadiwitanto (Duta Wacana Christian University, Indonesia)10. Engagement with the Religion Class in Colombian Catholic Schools, José María Siciliani (Universidad de La Salle, Bogotá, Colombia)11. Religious Education in Christian Schools: Towards Faith Formation of South African Youth, Shantelle Weber (University of Stellenbosch, South Africa)12. Young People’s Dis/engagement with Religion in Contemporary Society: Implications for Religious Education in Botswana, Yonah Hisbon Matemba (University of the West of Scotland, UK) and Tebogo Ethel Seretse (Botswana Open University, Botswana)Section Five: Perspectives on Teachers of Religious and Values Education13. Developing Essential Values through Traditional Tales: Voices of Malawian Primary School Teachers, Imran Mogra (Birmingham City University, UK)14. Religious Education in Chile at a Crossroads: Teacher Shortage and Supply in Catholic Schools, Cristóbal Madero (Universidad Alberto Hurtado, Chile)Section Six: Religious and Moral Education in Higher Education15. Religious Education for Social Transformation in Faith-Based Universities in Ghana, Daniel Nii Aboagye Aryeh (Perez University College, Ghana)16. Higher Education for Moral Transformation at a Private Christian University in Malawi, Nelson M. Nkhoma (University of the Western Cape, South Africa)17. Islamic Religious Education and Multiculturalism in Malaysia: University Students’ Perspectives, Suhailah Hussien (International Islamic University Malaysia, MalaysiaSection Seven: Challenges and Opportunities for Religious Education18. Challenges from Within: Israel’s Religious and Ethnic Divisions and Its Impact on Schooling, Laurence Wolff (Independent Consultant)19. Religious Illiteracy and the Dilemmas Facing Post-confessional Religion Education in South African Schools, Nuraan Davids (Stellenbosch University, South Africa) and Janet Orchard (University of Bristol, UK)20. Constraints and Opportunities for Zimbabwe’s New ‘Family, Religion and Moral Education’ (FAREME) School Curriculum, Gift Masengwe (University of the Free State, South Africa)21. A Hundred Flowers Blossom: Hong Kong’s Exceptionalism in Religious Education, Thomas K.C. Tse and Vion W.K. Ng (The Chinese University of Hong Kong, Hong Kong Special Administrative Region, China).22. Christian Religious Education in Kenya: Challenges and Opportunities, Simon Omare, Daniel Lagat and Eunice Kamaara (Moi University, Kenya)24. Conducting Comparative Research on Religious Education in the Global South, Bruce A. Collet (Bowling Green State University, USA)ReferencesIndex
