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RAK
Nuova numerazione: 74485 Collocazione: UPS BIBL CENTR 62.90-British Journal of Religious Education Autore: NDLOVU, L. Titolo: Religion Education teaching in Zimbabwe secondary schools :the search for an authentic values-oriented multi-faith Religion Education pedagogical model.Parte componente di periodico Descrizione fisica: pp. 298-314 Nota generale: Estratto da: British Journal of Religious Education 2014, 36, 2 Riassunto: Religion Education teaching in post-independence Zimbabwe has remained bible-oriented and confessional at a time when most Religion Education stakeholders expect an ‘open’, plural and authentic multi-faith Religion Education curriculum. Despite curriculum innovation initiatives aimed at introducing new approaches such as experiential learning, Religion Education stakeholders in Zimbabwe argue for an objective and plural approach that will address the expectations of a post-independence multi-faith society. To contribute to this discourse on the new authentic multi-faith Religion Education curriculum, an empirical study was conducted on a proposed values-oriented multi-faith curriculum. The data obtained showed that most Religion Education stakeholders prefer an authentic values-oriented multi-faith model that would contribute to the teaching of values such as citizenship, human rights, ubuntu/unhu, nationhood, etc. A values-oriented multi-faith approach is, therefore, proposed for possible implementation in Zimbabwe secondary schools. Tipo di documento: SAGGIO TEORICO. Soggetto: SCUOLA SECONDARIA. ZIMBABWE. VALORI. RELIGIONE. APPARTENENZA RELIGIOSA. EDUCAZIONE RELIGIOSA. Ambito: Pedagogico. Catechetico. Titolo correlato: British Journal of Religious Education 2014, 36, 2. Accesso online: http://ejournals.ebsco.com/direct.asp?ArticleID=4DE6BB2B3C9D0677BBB7 http://web.b.ebscohost.com/ehost/detail/detail?sid=f8cdca5a-dbaa-4b82-a255-f2d61c9b1e0c%40sessionmgr198&vid=0&hid=115&bdata=Jmxhbmc9aXQmc2l0ZT1laG9zdC1saXZl#AN=94241007&db=eue ------------------------------ *** There are no holdings for this record *** -----------------------------------------------
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