Integrating sex-and-gender in Zimbabwe’s Family, Religious and Moral Education syllabus
This article reviews and assesses the Family, Religious and Moral Education (FAREME) syllabus’ treatment of sex-and-gender (SnG) perspectives. Family, Religious and Moral Education lacks sufficient SnG socialisation perspectives, and we propose to use the Theory of Change (ToC) to integrate these is...
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| Format: | Article |
| Language: | English |
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AOSIS
2025-06-01
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| Series: | Theologia Viatorum |
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| Online Access: | https://theologiaviatorum.org/index.php/tv/article/view/290 |
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| author | Gift Masengwe Bekithemba Dube |
| author_facet | Gift Masengwe Bekithemba Dube |
| author_sort | Gift Masengwe |
| collection | DOAJ |
| description | This article reviews and assesses the Family, Religious and Moral Education (FAREME) syllabus’ treatment of sex-and-gender (SnG) perspectives. Family, Religious and Moral Education lacks sufficient SnG socialisation perspectives, and we propose to use the Theory of Change (ToC) to integrate these issues. Results suggest that 10% quantitative integration of SnG content and objectives across all FAREME levels as well as qualitative combination of SnG differences can empower learners to become advocates for SnG equality and respectful religious practices in Zimbabwean schools. This study is informed by qualitative research methodology. The ToC is the theoretical framework used to support the unbiased integration of SnG-related issues into this qualitative study of the FAREME syllabus. Theory of Change helps identify, select, place, mentor and monitor how SnG issues are holistically integrated into the school syllabus. The review process advocates for a 10% quantitative integration target of SnG content and objectives across all levels, considering there are only 10 cross-cutting issues in the FAREME syllabus. Moreover, the study emphasises the qualitative combination of biological and socio-cultural differences within religious phenomena throughout the syllabus. This approach allows learners to develop a comprehensive understanding of SnG perspectives.
Contribution: The application of ToC facilitates the assessment and review process, providing systematic approaches to model and integrate inclusive perspectives and dimensions of SnG into the FAREME syllabus. |
| format | Article |
| id | doaj-art-c55c941edfaf4fcabcd0d378da7f9ca4 |
| institution | Kabale University |
| issn | 0378-4142 2664-2980 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | AOSIS |
| record_format | Article |
| series | Theologia Viatorum |
| spelling | doaj-art-c55c941edfaf4fcabcd0d378da7f9ca42025-08-20T03:29:10ZengAOSISTheologia Viatorum0378-41422664-29802025-06-01491e1e1010.4102/tv.v49i1.290122Integrating sex-and-gender in Zimbabwe’s Family, Religious and Moral Education syllabusGift Masengwe0Bekithemba Dube1Department of Religion Studies, Faculty of Theology and Religion, University of the Free State, BloemfonteinCentre for Diversity in Higher Education Research, Faculty of Humanities, Central University of Technology, BloemfonteinThis article reviews and assesses the Family, Religious and Moral Education (FAREME) syllabus’ treatment of sex-and-gender (SnG) perspectives. Family, Religious and Moral Education lacks sufficient SnG socialisation perspectives, and we propose to use the Theory of Change (ToC) to integrate these issues. Results suggest that 10% quantitative integration of SnG content and objectives across all FAREME levels as well as qualitative combination of SnG differences can empower learners to become advocates for SnG equality and respectful religious practices in Zimbabwean schools. This study is informed by qualitative research methodology. The ToC is the theoretical framework used to support the unbiased integration of SnG-related issues into this qualitative study of the FAREME syllabus. Theory of Change helps identify, select, place, mentor and monitor how SnG issues are holistically integrated into the school syllabus. The review process advocates for a 10% quantitative integration target of SnG content and objectives across all levels, considering there are only 10 cross-cutting issues in the FAREME syllabus. Moreover, the study emphasises the qualitative combination of biological and socio-cultural differences within religious phenomena throughout the syllabus. This approach allows learners to develop a comprehensive understanding of SnG perspectives. Contribution: The application of ToC facilitates the assessment and review process, providing systematic approaches to model and integrate inclusive perspectives and dimensions of SnG into the FAREME syllabus.https://theologiaviatorum.org/index.php/tv/article/view/290sex-and-genderreligious educationtheory of changefaremefrszimbabwe |
| spellingShingle | Gift Masengwe Bekithemba Dube Integrating sex-and-gender in Zimbabwe’s Family, Religious and Moral Education syllabus Theologia Viatorum sex-and-gender religious education theory of change fareme frs zimbabwe |
| title | Integrating sex-and-gender in Zimbabwe’s Family, Religious and Moral Education syllabus |
| title_full | Integrating sex-and-gender in Zimbabwe’s Family, Religious and Moral Education syllabus |
| title_fullStr | Integrating sex-and-gender in Zimbabwe’s Family, Religious and Moral Education syllabus |
| title_full_unstemmed | Integrating sex-and-gender in Zimbabwe’s Family, Religious and Moral Education syllabus |
| title_short | Integrating sex-and-gender in Zimbabwe’s Family, Religious and Moral Education syllabus |
| title_sort | integrating sex and gender in zimbabwe s family religious and moral education syllabus |
| topic | sex-and-gender religious education theory of change fareme frs zimbabwe |
| url | https://theologiaviatorum.org/index.php/tv/article/view/290 |
| work_keys_str_mv | AT giftmasengwe integratingsexandgenderinzimbabwesfamilyreligiousandmoraleducationsyllabus AT bekithembadube integratingsexandgenderinzimbabwesfamilyreligiousandmoraleducationsyllabus |