African Journal of Philosophy and Religious Studies Vol. 6 (8), pp. 001-012, August, 2020. © International Scholars Journals

Full Length Research Paper

Integrating gender practices in religious education pedagogy in higher education; a case study of school of education, Makerere University, Uganda

Dr. Tuyizere Alice Peace

Department of Humanities and Language Education, College of Education and External Studies (CEES), Makerere University, P. O. Box, 7062, Kampala, Uganda. E-mail:

Accepted 11 November, 2019


From a pedagogical perspective, religious teaching-learning processes in higher education require more serious focus on present day gender issues than ever before. This is because the female student after leaving school has continued to be marginalized to perform household chores and dominated by her male counterparts who exercise authority over women in the public domain. One hundred and eighty-eight participants were selected for this study. They included teacher trainees offering RE in the School of Education, Makerere University. The study design was qualitative in nature. Interviews, observations and documentary analysis were used to collect and analyze data. The study found that integrating gender-friendly practices in RE pedagogy, significantly increased students’ orientations of their mindset orientations towards gender friendly-practices. More specifically, it shows that integrating gender-friendly practices in RE pedagogy can kick-start the slow but steady process of attitudinal and behavioral change regarding gender relations and operations. To this end, the study recommends that integrating critical and sensitive gender issues in RE teaching-learning processes in higher education can be a humble but coherent contribution towards the achievement of sustainable gender-based Development Goals (SDGs).

Keywords: Integrating, gender practices, religious education, pedagogy and higher education.