Re-imagining Religious Knowledge Systems: An Inquiry into the Integration of African Traditional Religion into Religious Education in Uganda’s Lower Secondary Education

Abstract

The perspectives article explores the prospects of integrating African Traditional Religion (ATR) in Uganda’s Religious Education (RE) curriculum for secondary schools. Uganda boasts of a rich cultural heritage that ranges from tangible religious sites to rituals, customs, traditions, taboos, wise sayings, proverbs, to traditional music and dances. ATR is not only an expression of African spirituality, but a representation of African philosophical epistemologies with the potential to shape young people into holistic, responsible adults. However, Uganda's educational framework marginalises and devalues ATR. Through qualitative theoretical research, the study investigated the prospects of integrating ATR in Religious Education. Qualitative research methods, including documentary review of curriculum documents, interviews and focus group discussions with selected teachers and religious leaders, were used to collect data. RE is an essential subject in Uganda’s curriculum; only Islam and Christianity are considered as religions in the secondary school curriculum. The rest of the religions are considered minor, insignificant and therefore, marginalised in Uganda's education system. The study found that today, Ugandans perceive ATR with a rejuvenated passion and confidence about the status of traditional beliefs and practices in their lives.   Data indicates that ATR is scantly incorporated in a few learning outcomes of the curriculum but not in a way that would benefit learners’ academic growth. Yet, education is a sine qua non for illuminating the plight of African philosophy in academic discourses, spirituality and moral values. Subsequently, both literature and interaction with participants agree on the need to integrate ATR as a foundational component of Uganda's education framework.