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Religion and Sexuality in Zimbabwe highlights the complex interplay
between religion and sexuality in Zimbabwe. It shows how religion
both facilitates and complicates the expression of sexuality in
Zimbabwe. Approaching religion from a broader perspective, this
volume reviews the impact of African Indigenous Religions and
Christianity in its varied forms on the construction and expression
of sexuality in Zimbabwe. These contributors examine the role of
indigenous beliefs, as well as interpretations of sacred texts, in
the understanding of sexuality in Zimbabwe. They also address
themes relating to sexual diversity and sexual and gender-based
violence. Overall, this book sheds light on the ongoing relevance
and strategic role of religion to contemporary discourses on human
sexuality.
The study analyses the Shona cultural measures to arrest the HIV
and AIDS epidemic in Zimbabwe. To some extent, conventional therapy
to the cure of HIV and AIDS is still flawed though some significant
progress has been made in coming up with life-prolonging
Anti-retroviral drugs. We contend that discourses about mitigating
the AIDS epidemic must take the cultural-epidemiological approach
to compliment efforts that modern medical technology has done
towards finding a cure to the epidemic.
The work explores the nature and impact of cross- culturalism in
schools in Zimbabwe. The tumour of this phenomenon is a cause of
concern affecting the education delivery system, as society has
become a globalised village. The study contends that the decisive
encounter of cross-culturalism is a paradox because it can be
pedagogically enriching and also disastrous. Schools constitute one
of those social institutions that currently are smarting from
cross- cultural decay in light of the fact that the Zimbabwean
society is prey to various ethnic cultures. This trend is
unstoppable. In the backdrop of this, the need for a multicultural
education becomes current. Multicultural education will offer new
ethos to 'arrest' the rot that schools are facing. The implications
call for the changing practical and conceptual roles of education
practitioners in multiple ways, which range from the demand for new
professional attitudes, fusion of teaching methodologies and to
fresh curriculum planning.
The study examines two paradigms that have influenced the nature of
the traditional culture and the gospel message relationships in
Africa. On one hand, the dialectical paradigm was at the service of
Europeans, notably missionaries for much of the colonial period.
Missionaries perceived Africa in negative terms to the extent that
the majority of them did not compromise their standpoint. That
standpoint was to destroy every fabric of traditional African
society. This was the foundation of a prejudicial
'centre-periphery' theory, to which Europeans subscribed. The study
posits that it was this centre-periphery theory that shaped, for
example, missionary Christianity to remain like a foreign religion,
despite having an almost permanent foothold in Africa. On the other
hand, the dialogical paradigm perceives an integrative role, in
which traditional culture can function at the service of theology
and thereby re- invigorates African Christianity. By using the
Zimbabwean context, the study contends that the latter dialogical
model is more appropriate towards transforming African Christianity
to become more vibrant.
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