Anti-colonisation, religion and education Africa South of the Sahara

Utilising African Anti-Colonial Framework (AACF) as an analytical lens, this chapter critically examines the colonial embeddedness of Religion Education (RE) offered in public schools Africa South of the Sahara (ASoS). It examines the neo-colonial environment in ASoS countries to understand why colonial era hegemonic religious knowledge persists, including the emergent problem of recolonisation of RE in some countries. Further, it analyses how hegemonic epistemologies based on normative religions continue to malign non-normative ways of knowing in RE. The chapter therefore subjects to critical reflection a colonial status quo that continues scripting subject the framing and practice of RE in ASoS countries. In addressing the problem, the chapter calls for epistemic equity in the way public schools must engage with anti-colonisation when dealing with both normative and non-normative religious knowledge in RE. It concludes by suggesting the necessity of implementing strategies that can turn decolonial rhetoric into anti-colonial praxis in RE in ASoS countries.