| Summary: | This current conceptual paper argues the following points: First, that coloniality created and elevated Religious Education above other subjects in Lesotho schools. Second, the same coloniality contributed into the downfall of Religious Education it once encouraged. It rejected any reforms to purge school religion from “religiousness.” Third, the recent introduced
integrated curriculum contributed in bringing back Religious Education, at least to the equivalent position with other disciplines. However, coloniality retains its egotism which may lead to the missing of the opportunity offered by the integrated curriculum. The paper,
nonetheless, contends the flexibility of the new curriculum as opposed to traditional curriculum provides room for resuscitation of Religious Education as a school subject. The new curriculum is a framework rather than the old which came as a finished product to be eagerly
consumed by teachers and learners. Lastly, decoloniality process is recommended as an urgent move towards keeping the subject in corresponding level with other classroom subjects.
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