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Adding and Dividing by Religion: The Not-So-Hidden Curriculum of Mission-Public Schools in Ghana

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dc.contributor.author Addai-Mununkum, R.
dc.date.accessioned 2019-11-28T12:53:21Z
dc.date.available 2019-11-28T12:53:21Z
dc.date.issued 2017
dc.identifier.other 10.1080/15507394.2016.1243435
dc.identifier.uri http://ir.uew.edu.gh/xmlui/handle/123456789/385
dc.description Published in Religion and Education en_US
dc.description.abstract With the abundance of religious conflicts globally, public schools are called to nurture students for this religiously plural world. To achieve this, scholarship has overly focused on promoting teaching about religion to the neglect of schools? religious climate and its? impact on diversity education. This article, written to fill this need, is based on a qualitative case study of 3 pseudo-religious public schools in Ghana. Through interviews, observations, and focus groups, I infer from the findings to argue that, although opportunities exist for schools to create dialogue out of their diversities, it also offers scenarios for dissections along religious lines. en_US
dc.language.iso en en_US
dc.publisher Routledge en_US
dc.subject Africa en_US
dc.subject diversity education en_US
dc.subject religious pluralism en_US
dc.title Adding and Dividing by Religion: The Not-So-Hidden Curriculum of Mission-Public Schools in Ghana en_US
dc.type Article en_US


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