Turning decolonial rhetoric into anti-colonial praxis in religion education Africa South of the Sahara

There exists no reliable empirical research on anti-colonial critiques of religion education (RE) in Africa South of the Sahara (ASoS); therefore, this article uses the African Anti-colonial Analytical Framework (AAcAF) as a novel theoretical lens in critiquing neo-colonial embeddedness in the RE of ASoS. It exposes how colonial epistemologies continue to malign non-normative and diverse ways of knowing and further explains why this problem has persisted in RE despite its provision existing in a post-colonial educational environment. The article calls for epistemic equality in dealing with the complexities of religious diversity in RE aligned with democratic principles governing the political state in post-independent Africa. To counteract the colonial status quo, the article presents anti-colonial strategies that can turn decolonial rhetoric into anti-colonial praxis in the RE of ASoS.