The role of Religious Studies in the development of social justice competences

Abstract

There is growing interest among countries to update their curricula to respond to contemporary challenges. Among several challenges that threaten the world, social injustice and oppression are some of the key issues. To address these social issues, many countries are updating their curricula with the aim of integrating social justice content into subject curricula, including Religious Studies. Several studies have attempted to investigate the role of Religious Studies in promoting social justice. However, very little research has directly investigated this issue in Lesotho. Therefore, the current study employed a qualitative case study method to investigate the role of Religious Studies in cultivating social justice competences, focusing on three schools in Lesotho’s context. Participants in the study were Religious Studies teachers from three church-owned secondary schools in Leribe district. Their selection relied on purposive sampling, as they possess rich information on the topic. Furthermore, qualitative data collection tools, including non-participatory observations and semi-structured interviews, were employed to collect useful data. To analyse the data from these tools, thematic analysis was used. The findings revealed that Religious Studies significantly contribute to creating an environment that fosters social justice, fairness, equity, cooperation, and inclusivity. Moreover, the teaching methods employed in religious studies play a crucial role in developing social justice competences. However, the study also highlighted challenges such as limited school resources and inconsistent learner engagement by some teachers. Based on these findings, it is recommended that teacher-training programmes be enhanced to equip teachers with the necessary skills and knowledge to effectively integrate social justice themes into their teaching practices. Additionally, a systematic and equitable distribution mechanism for educational resources should be implemented to ensure all schools have access to the necessary materials for promoting social justice competences. By addressing these challenges and implementing the recommended strategies, stakeholders can work together to create a more equitable and inclusive learning environment where learners are empowered to challenge injustice and advocate for positive social change.