The classroom, an inadequate mechanism for advancing diversity via religion education in the South African context
In the interest of instilling a respect for diversity in learners, the South African policy on religion and education (DoE 2003) aims to recognise religion in teaching and learning in public schools. The policy provides one mechanism for advancing diversity via religion education; Life Orientation i...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
ASRSA
[2015]
|
| In: |
Journal for the study of religion
Year: 2015, Volume: 28, Issue: 2, Pages: 202-219 |
| Standardized Subjects / Keyword chains: | B
Africa
/ School
/ Religious instruction
/ Religious education
|
| RelBib Classification: | AH Religious education KBN Sub-Saharan Africa |
| Further subjects: | B
Religion Education
B teacher capacity B Classroom B Post-secular |
| Online Access: |
Volltext (kostenfrei) |
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| 520 | |a In the interest of instilling a respect for diversity in learners, the South African policy on religion and education (DoE 2003) aims to recognise religion in teaching and learning in public schools. The policy provides one mechanism for advancing diversity via religion education; Life Orientation in the classroom. Research however suggests that embracing religious diversity in the classroom is challenging. This article therefore examines whether this is an adequate mechanism for achieving the intended outcome of the policy. The article proceeds to examine the mechanism for advancing diversity via religion education, the classroom, in relation to integration of the post-apartheid classroom and teachers' capacity. The article finds that the mechanism to advance diversity via religion education provided by the national policy on religion education is inadequate within the current South African context. | ||
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