| dc.description.abstract | ABSTRACT
Although Uganda is legally defined as a secular state, it is one
of the most ‘religious’ nations in the world in terms of its rich
religious though mostly volatile history and current record
numbers of religious adherents compared to those who
describe themselves as atheists or agnostics. The introduction
of Islam, Anglican and Roman Catholic religious belief
systems in Uganda ushered in an era of competition for
converts which inevitably led to conflicts, including religious
wars.
Formal Education, mainly through missionary education,
centered on promoting denominational identity and despite
government efforts to legislate on the need for religious
education to address the first national goal of education of
‘promoting national unity and harmony’, the Christian
Religious Education (CRE) and the Islamic Religious
Education (IRE) curriculum have largely remained catechetical
and not dialogical, which compounds the already existing
tensions between members of different religious
denominations as illustrated by interviews done in schools.
There is a need to review the curriculum to address the gaps
cited in this article that seeks to address the multi-religious
composition of schools and society to safeguard against
religious tension and conflict which are proving to be endemic | en_US |
