From Which to Why Not Religions in the Curriculum. A Troubled Pedagogy
The theoretical paper tapped into Bernstein’s notion of weak framing to point out the ambivalence of the religious curriculum in Zimbabwe. It showed the curriculum terrain that Religious Education has undergone and predicted its future. It also showed how curriculum conversations have moved the “whi...
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| Format: | Article |
| Language: | English |
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Noyam Journals
2024-11-01
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| Series: | E-Journal of Religious and Theological Studies |
| Subjects: | |
| Online Access: | https://noyam.org/wp-content/uploads/2025/01/ERATS202410116.pdf |
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