Yonah Matemba
Biographic Data
| ID | 1835164 |
|---|---|
| NAME | Yonah Matemba |
| GIVEN NAMES | Yonah |
| FAMILY NAME | Matemba |
| SIGNATURE | MATEMBA Y |
| AFFILIATIONS | University of the West of Scotland |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
Decolonising the religious education curriculum
(2021). Decolonising the religious education curriculum. British Journal of Religious Education: Vol. 43, Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, pp. 1-8
Decolonising religious education in sub-Saharan Africa through the prism of anticolonialism
Through the lens of an anticolonial (as opposed to postcolonial) analytical framework, this conceptual paper examines decolonising efforts (and failures) in Religious Education (RE) as a school subject in post-independent sub-Saharan Africa. It critiques the missionary/European epistemological hegemony that continues to render RE a colonial rather than a postcolonial project. Beyond rhetoric of the impact of colonialism, the paper laments the per…
Gazing back and moving forward
Scholarship and classroom discourse in Religious Education (RE) ‘gaze back’ at religion in exploring histories, traditions, ethics, philosophies and beliefs of religions but, importantly, at the sa
An island, entire of itself
Re-reading John Donne, the 17th century Anglican priest, we are struck by how modern he sounds. His most quoted passage is particularly prescient: ‘No man is an island, entire of itself; every man
Reclaiming Indigenous Knowledge of Mafwe in a Post-colonial Namibian Curriculum
Using the Mafwe ethnic/cultural group as a test case, the situation in post-colonial Namibia can be interpreted to mean that as long as indigenous knowledge remains outside the official school curriculum, ideologically, ‘power’ continues to elude the people in the country which for over a century had been under the control of various Western colonial powers. It is suggested that there is an urgent need for Namibia to adopt a diverse culturally se…
Spaces of contest for religious education reform in comparative perspectives
Educational reforms, particularly in a contested subject such as Religious Education (RE), have unsettled boundaries principally because actors demand or expect different outcomes of these reforms. In the cases of Scotland and Malawi the present paper examines how different stakeholders have engaged with RE reforms. It thus ascertains whether, if at all, there are major points of difference on salient issues that underscore the micro-politics of …
No prominent works on this page.
Spaces of contest for religious education reform in comparative perspectives
Educational reforms, particularly in a contested subject such as Religious Education (RE), have unsettled boundaries principally because actors demand or expect different outcomes of these reforms. In the cases of Scotland and Malawi the present paper examines how different stakeholders have engaged with RE reforms. It thus ascertains whether, if at all, there are major points of difference on salient issues that underscore the micro-politics of …
Reclaiming Indigenous Knowledge of Mafwe in a Post-colonial Namibian Curriculum
Using the Mafwe ethnic/cultural group as a test case, the situation in post-colonial Namibia can be interpreted to mean that as long as indigenous knowledge remains outside the official school curriculum, ideologically, ‘power’ continues to elude the people in the country which for over a century had been under the control of various Western colonial powers. It is suggested that there is an urgent need for Namibia to adopt a diverse culturally se…
An island, entire of itself
Re-reading John Donne, the 17th century Anglican priest, we are struck by how modern he sounds. His most quoted passage is particularly prescient: ‘No man is an island, entire of itself; every man
Gazing back and moving forward
Scholarship and classroom discourse in Religious Education (RE) ‘gaze back’ at religion in exploring histories, traditions, ethics, philosophies and beliefs of religions but, importantly, at the sa
Decolonising the religious education curriculum
(2021). Decolonising the religious education curriculum. British Journal of Religious Education: Vol. 43, Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, pp. 1-8
Decolonising religious education in sub-Saharan Africa through the prism of anticolonialism
Through the lens of an anticolonial (as opposed to postcolonial) analytical framework, this conceptual paper examines decolonising efforts (and failures) in Religious Education (RE) as a school subject in post-independent sub-Saharan Africa. It critiques the missionary/European epistemological hegemony that continues to render RE a colonial rather than a postcolonial project. Beyond rhetoric of the impact of colonialism, the paper laments the per…
Sociology (6 works) · Religious Education and Schools (4 works) · Curriculum (3 works) · Law (3 works) · Pedagogy (3 works) · Philosophy (3 works) · Political science (3 works) · Politics (3 works) · Religion, Society, and Development (3 works) · Colonialism (2 works)