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Christianity is central to religious education (RE) in England, but the version presented, particularly in textbooks, is concerningly sanitised, essentialised and Eurocentric, especially in relation to homosexuality. This silence is deeply problematic, given that it promotes a view of Christianity that fails to acknowledge the lived experience of many people in classrooms and around the world. This paper critically examines how RE textbooks portray African Christianities and attitudes towards homosexuality, contextualised against Uganda’s 2023 Anti-Homosexuality Act (AHA). It critiques textbooks that perpetuate Eurocentric narratives that marginalise African epistemologies and oversimplify Christian views on LGBTQ + issues. The research employs discourse analysis on eleven RE textbooks and explores their impact on students’ understanding of Christianity, emphasising the absence of African Christian voices as active participants in theology.
The findings reveal significant omissions.
African Christianities are often represented as passive recipients of aid or evangelism, while Christian beliefs about homosexuality are framed in narrow binaries of liberal and traditional views, ignoring the broader spectrum of beliefs shown by denominations like the Church of Uganda. The paper argues for textbook reforms to include diverse Christian perspectives, offering more accurate representations to enhance both RE and social justice in classrooms.
Teams link: teams.microsoft.com/meet/3195567696284?p=o5qrPLjEAyArQ7Fmoj
