State-based curriculum making in a post colonial Zimbabwe: Making sense of Family, Religious and Moral Education in a global context
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 p...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Journal of Social Studies Education Research
2019-03-01
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| Series: | Journal of Social Studies Education Research |
| Subjects: | |
| Online Access: | http://jsser.org/index.php/jsser/article/view/462 |