ABSTRACT
Misclusion of religion is far more pronounced in curricular materials than educators would readily admit. This chapter explores misclusion of religion in texts to unearth overt and covert forms of misrepresentations and marginalisation in one breath, vis-a-vis projection and exaltation of normative religion(s) in the other. The shared history of education of missionary and colonial education between Malawi and Ghana has meant that there exist similarities in terms of the way policies governing religious education and its curriculum are framed that continue to project the hegemonic influence of Christianity in these texts. Regarding Islam, the misclusion of the religion was evident in the curricular texts. Text drives the curriculum because formal education has, for a long time, hinged on the stress of the written word as the medium of instruction – a pattern that has produced academics from generation to generation.
