Although religion forms part of the educational curriculum in much of sub-Saharan Africa, its nature and role tend to be greatly restricted. By way of taking the situation at the University of Zambia (UNZA) as a case study, it will be argued that the teaching of religion as more truly conceptualized, as well as a person-centred pedagogy, can make a distinctive contribution and realize some of its transformative potential. This may provide a more appropriate paradigm for much needed transformative education in the region.
Carmody, Brendan P.
"Religion’s Transformative Role in African Education: A Zambian Perspective,"
Zambia Social Science Journal: Vol. 5
, Article 4.
Available at: https://scholarship.law.cornell.edu/zssj/vol5/iss2/4