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Download full textDube, Bekithemba; Tsotetsi, Cias – Journal of Social Studies Education Research, 2019
The teaching and learning of religion in most post-colonial states take place on an ambivalent and contested terrain, which has resulted in the amputation of religion from some schools and contexts. The new curriculum in Zimbabwe, as a state-making project that is arguably devoid of, or has covert policy networks, has resulted in religious…
Descriptors: Foreign Countries, National Curriculum, Postcolonialism, Religious Education
