The world religions paradigm: Why context matters in religious studies
The World Religions Paradigm (WRP) has long served as the predominant framework for teaching Religious Studies globally and in South Africa. However, criticisms of the WRP highlight its tendency to marginalize non-Christian, non-Western, and non-white perspectives. This article examines these critiq...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
2024
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| In: |
Critical research on religion
Year: 2024, Volume: 12, Issue: 1, Pages: 12-25 |
| Standardized Subjects / Keyword chains: | B
University of KwaZulu-Natal
/ World religion
/ Science of Religion
/ Pedagogics
/ Traditionelle afrikanische Religion
/ Decolonisation
B Africa / Religious pedagogy / Science of Religion / Pedagogics / History 1700-2016 |
| RelBib Classification: | AA Study of religion AD Sociology of religion; religious policy AH Religious education BG World religions BS Traditional African religions KBN Sub-Saharan Africa TJ Modern history TK Recent history |
| Further subjects: | B
World Religions Paradigm
B South Africa B Religious Studies education B Decolonization |
| Online Access: |
Volltext (kostenfrei) |
| Summary: | The World Religions Paradigm (WRP) has long served as the predominant framework for teaching Religious Studies globally and in South Africa. However, criticisms of the WRP highlight its tendency to marginalize non-Christian, non-Western, and non-white perspectives. This article examines these critiques in the context of South Africa, particularly in light of the events of 2015–2016, when the #MustFall movement sought to raise and address issues of decolonization. This article will argue that South Africa provides a pertinent example of the need to re-evaluate pedagogical choices in Religious Studies education by emphasizing the importance of context in re-shaping the curriculum. |
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| ISSN: | 2050-3040 |
| Contains: | Enthalten in: Critical research on religion
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| Persistent identifiers: | DOI: 10.1177/20503032241226966 |
