A comparative study of priesthood in a religio-pluralistic society: Implications for a decolonised religious and moral education in Ghana

The study sought to examine the notion of priesthood in a religio-pluralistic society and its implications for the teaching of Religious and Moral Education (RME) in Ghana. The fundamental theoretical framework that underpinned the study is provided by the phenomenological approach to the study of religion. Using the qualitative comparative case study design, the study included an examination of authorised textbooks, a thorough literature review, and semi-structured interviews with five religious leaders (one Catholic priest, one Presbyterian ordained minister, one priest from Musama Disco Christo Church (MDCC) and two traditional priests from Asante and Fante backgrounds) who were purposively sampled. The data analysis was conducted by thematic and cross-case synthesis. The results point to a basic ontological difference in the idea of religious leadership. The priesthood is viewed as a sacerdotal or ministerial reality that involves mediation, sacrifice, and a unique ceremonial status in African Traditional Religions (ATR), Catholicism, and the African Initiated/Independent/Indigenous Church (AIC), specifically Musama Disco Christo Church (MDCC) as a case study. On the other hand, ordained ministry is specifically rejected as having a sacerdotal nature in the mainline Protestant traditions of Methodism and Presbyterianism, where it is understood as a representative and functional role within the universal priesthood of all believers. The study revealed that these models are frequently referred to by the general term "priest" in educational contexts, which causes conceptual uncertainty and distorts religious traditions. In accordance with the study’s findings, this misunderstanding presents a serious educational difficulty. It makes the case that interactive pedagogy, comparative modules, and improved teacher preparation are necessary for a decolonised RME curriculum to actively teach these differences. In Ghana's multicultural community, RME can more effectively advance social cohesiveness, respect for one another, and true religious literacy by cultivating a precise understanding of religious leadership. Such curriculum transformation is essential for fostering authentic religious literacy, mutual respect, and social cohesion in Ghana's multicultural society.