Rethinking the Religious Education Curricula in Nigerian Schools
This article traces the historical background to the polarised religious education (RE) curricula in Nigerian primary and secondary schools, highlighting some post-colonial interventions and backlashes. Usingregional treaties and international human rights frameworks, this articleconsiders the proba...
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
ASRSA
2009
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| In: |
Journal for the study of religion
Year: 2009, Volume: 22, Issue: 2 |
| Online Access: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
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| 520 | |a This article traces the historical background to the polarised religious education (RE) curricula in Nigerian primary and secondary schools, highlighting some post-colonial interventions and backlashes. Usingregional treaties and international human rights frameworks, this articleconsiders the probable justifications for deploying the confessional model of RE, accentuating the possible violations of the principles of religious freedom necessitated by the deployment of the confessional pedagogical model in Nigeria’s publicly funded schools. In consonance with contemporary trends in RE in Europe, Australia, Canada and South Africa, to mention a few, this article advocates the substitution of the currently deployed confessional, monoreligious education curricula with a non-confessional, multifaith RE curriculum. In emphasizing the potential benefits of non-confessional, multifaith RE, this article highlights how this model of RE respects, protects and fulfills the rights of the child which are unequivocally articulated in regional treaties and international human rights law. The article finally draws attention to strategies requisite for implementing non-confessional, multifaith RE in Nigeria’s publicly funded primary and secondary schools. | ||
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