Advancing interreligious education through the principles of SeMoshoeshoe

Abstract

In this theoretical article, I have expressed sympathy for the Supreme Council for Islamic Affairs in Lesotho over their worries about the marginalisation and prejudice of the Islamic faith in public settings. The article also takes into account the fact that the worry highlighted in respect to Islam religion comes at a time when demands for inclusive social, political, cultural and educational systems are being considered on a global scale. Education, which is considered a public enterprise, is rife with religious exclusionary practices in Lesotho. Only Christian education is taught in public schools; other religious traditions are not, most notably Basotho traditional religion. I employed cultural approach discourse (CAD) analysis and philosophical theory of pluriversality to argue that discrimination, particularly in education and religion, is against Basotho culture as enshrined in the SeMoshoeshoe values. I advocated utilising ‘sekoele’ – or returning to SeMoshoeshoe – principles of religious border pedagogy and religious public pedagogy to counteract the teaching of religion that is biased and marginalises other religious traditions. Contribution: The general contribution of this article is to advocate for interreligious education, which plays a crucial role in creating a tolerant, empathetic and inclusive society. It emphasises the significance of people from diverse religious and cultural backgrounds living and collaborating harmoniously. The article encourages empowerment to participate in constructive dialogues, embrace diversity and actively contribute to a more peaceful and unified global community.

Keywords

• interreligious education
• religious border pedagogy
• religious public pedagogy
• pluriversality
• semoshoeshoe.