Addressing Cultural and Religious Intolerance for Effective Teaching, Learning and Peace of the Primary School Children in Zimbabwe: A Case Study of Gweru District Schools, Zimbabwe

Abstract

The study was aimed at establishing the effect of religion and culture on effective teaching, learning and peace. The study was qualitative and used a case study design. The study was informed by ethnography. The sample for the study consisted of 140 teachers, 120 primary school children, 20 heads of schools, 1 District school inspector and 2 conflict resolution experts. The respondents were conveniently chosen in the mean while conflict resolution experts were chosen by snowballing. The findings were that ethnocentrism and xenocentrism was rampant negatively affecting effective teaching, learning and peace in the primary schools. It was also found out there was no religious and cultural appreciation impacting negatively on teaching, learning and peace fundamentalism also exists. It was recommended interalia that multicultural education and interfaithism be introduced in the primary school system.