2025, Vol. 7, Issue 10, Part A

Author(s): Farrelli Hambulo, Melvin Simuchimba and Judith Ilubala Ziwa

Abstract: Religious Education (RE) in Zambia’s national curriculum has been historically shaped by missionary and colonial paradigms, resulting in the privileging of Eurocentric epistemologies and the marginalization of indigenous spiritual traditions (Phiri, 2020). Despite post-independence reforms aiming to diversify curricular content, dominant frameworks continue to emphasize Christian doctrinal instruction, thus limiting critical reflexivity and epistemic justice (Banda, 2018; Simuchimba, 2005). This article proposes a decolonial philosophical framework to reconceptualize RE in Zambian schools by centering indigenous cosmologies and embracing pluriversality. Employing qualitative curriculum document analysis of national syllabi and textbooks, alongside semi-structured interviews with educators, curriculum developers, and community elders in Lusaka, Copperbelt, and Eastern Provinces, we investigate colonial traces in syllabus objectives, teaching materials, and pedagogical practices. Findings reveal persistent discursive silences around local spiritualities and an absence of dialogical pedagogies that honor learners’ lived experiences (Ministry of Education [MoE], 2021). Grounded in decolonial theory - particularly Quijano’s (2000) concept of coloniality of power and Mignolo’s (2011) epistemic disobedience - the study articulates three core principles for a decolonial RE curriculum: epistemic pluriversality, relational knowing, and dialogical pedagogy. These principles inform recommended curriculum revisions, including place-based learning modules, incorporation of indigenous narratives, and targeted teacher professional development in decolonial methodologies. By bridging philosophical decolonial insights with actionable curriculum design, this framework advances RE scholarship in Sub-Saharan Africa and offers policy guidelines such as participatory syllabus review processes involving indigenous stakeholders. Reimagining RE through this philosophical lens contributes to broader debates on curriculum decolonization in the Global South. Ultimately, the proposed decolonial philosophy of RE aims to foster inclusive, culturally responsive learning environments that advance epistemic justice and cultural sustainability in Zambian schools.

DOI: 10.33545/27068919.2025.v7.i10a.1698

Pages: 29-35 | Views: 289 | Downloads: 78

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