A QUEST TO INTERROGATE DELIVERY OF THE MULTI-RELIGIOUS EDUCATION CURRICULUM IN BOTSWANA SCHOOLS

Abstract

This article argues that pedagogical strategies used for the implementation of the multi-religious
Religious Education (RE) curriculum in Botswana colleges of education need to be examined for
efficacy and appropriateness. There is need to see whether these strategies are effective in
promoting religious tolerance in the classroom, which can later spill over to younger generations
and the world at large. The article discusses religious tolerance and intolerance, ethnic diversity in
Botswana and the role of education in engendering religious tolerance. The article also presents an
extensive discussion on phenomenological and interpretive approaches of delivery in RE classroom
and attempts to argue that these delivery approaches need further examination to assess their
efficacy and appropriateness in the Botswana context.