BOOK REVIEWS144example the language in chapter three is rather simplistic that in chapterSi suitable for a general adult readership, while the appendix onsound is complex and technical. This is the greatest problem with thehonk its approach to its readership. It is meant as a guide to all musicteachers in Zimbabwe but the level of knowledge among music teachers inthis country differs greatly from school to school. In one institution, themusic teacher may have a thorough grasp of Western music and is simplylookina for a source book to provide detail relevant to the Zimbabweancontext in another school, the teacher may have a detailed knowledge ofAfrican'music but have had little or no formal training in the subject.However if there are areas in the book which are difficult to follow, oneshould remember that the book is meant as a complement to working withmusicians who would describe and explain their work and perhaps provideassistance with the building of instruments.But all things considered, it is a pleasure to have, at last, acomprehensive, well-researched, scientifically accurate resource book onan important aspect of Zimbabwean music which is of practical use formost music courses in this country. Even so, we still need many morebooks like it.Kunzwana Trust K- A. GODDARDAfrican Traditional Religions in Religious Education: A Resource Bookwith Special Reference to Zimbabwe Edited by G. terHaar, A. Moyo andS.J. Nondo. Utrecht, Univ. of Utrecht, 1992, x, 224 pp., ISBN 90-393-0065-3,Z$20,00.This book is the result of a project on Religious Education carried outjointly by the University of Zimbabwe and the University of Utrecht over aperiod of seven years and is the last of a series of three publicationsissued by the project. It is intended to be a resource book in the hithertoneglected area of African Traditional Religions for use by teachers ofReligious Education. This is in keeping with the avowed intent ofZimbabwe's Ministry of Education and Culture to adopt a multi-faithapproach to religious studies. This book does not set out to be a text bookbut rather to serve as a resource book with a genuine multi-faith approach.The editors contend that African Traditional Religions constitute theappropriate context against which other religions should be studied ifreligious concepts are to be communicated meaningfully to the people ofZimbabwe. To date, despite government policy that all Religious Educationcurricula adopt a multi-faith approach, the curricula remain, in fact,basically Christian in content. One of the reasons for this is almost certainlythe lack of any other type of material available to teachers and curriculumdevelopment officers. The contention of the editors of this book thatAfrican Traditional Religions should form the background for the study ofother faiths is 'a challenge to the churches' who, understandably, havetended to view multi-faith issues against a Christian background. I wouldalso add that the editors' contention is a challenge to those possessing theBOOK REVIEWS 145requisite knowledge to provide, in an accessible form, the materials neededfor the recommended change. This book is a beginning: it is the first timerelevant materials on African Traditional Religions have been madeavailable to teachers of Religious Education in this country.The book is divided into two parts. Part One is entitled 'Towards amulti-faith approach in religious education' and is composed of threechapters by different authors, and each of whom was involved in theproject. The first chapter on 'African traditional religions in the religioushistory of humankind' provides a broad overview of the topic and forms auseful framework for multi-iaith studies. The next chapter, 'African religionsin religious education', is followed by 'Some general guidelines on teachingAfrican traditional religions in religious education'. Part Two exploresthree important themes from African traditional religions Š the ancestors,spirit possession, and healing Š and focuses on practices found inZimbabwe. Each chapter in Part Two presents a theoretical framework,case studies and gives the reader 'didactical guidelines'.Teachers may, however, find this work disappointingly meagre as aresource book. Although extensive bibliographies are given (24 pages inall), much of this material is to be found in journals which are inaccessibleto teachers in Zimbabwe. There is a certain amount of unnecessaryrepetition (particularly in chapters three and four). There is no index. Thisomission would have been less troublesome if the chapters in Part Onehad been given sub-headings as is the case with those in Part Two. AsChapter Two deals with important topics for teachers and pupils in theupper classes of secondary school it should have included 'didacticguidelines' which, together with the case studies, are most helpful in PartTwo of the book. More case studies would have improved the book.Despite these inadequacies this book should be very useful intheological colleges and teachers' colleges and should be most helpful toteachers of Religious Education in the upper classes of secondary schoolsas well as for ministers of religion throughout Zimbabwe. I hope that theUniversity of Zimbabwe will produce more material in this important area.JOYCE CHILDSReligion and Politics in Southern Africa Edited by C. F. Hallencreutz andM. Palmberg. Uppsala, Scandinavian Institute of African Studies, SeminarProceedings 24, 1991, 219 pp., ISBN 91-7106-312-9, US$39,95.This volume comprises extracts from a seminar in Uppsala in 1989. TakingPart were politicians, churchmen and scholars from Southern Africa, andseveral scholars from northern Europe. The resulting volume is mixed inquality and varied in scope.The volume starts with a politician talking about churches, and severalchurch people talking about politics. The scenarios presented in thissection have, by and large, been overtaken by events in South Africa, andprovide material for academic analysis rather than comprising suchanalyses themselves. Included among these contributions is a review of