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...

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Bibliographic Details
Main Author:	Zahraa McDonald
Format:	Article
Language:	English
Published:	Association for the Study of Religion in Southern Africa
Series:	Journal for the Study of Religion
Subjects:	religion education classroom post-secular teacher capacity
Online Access:	http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S1011-76012015000200010&lng=en&tlng=en

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spelling	doaj-c11f25a8b1ed400e82ff443498ec081a2020-11-25T03:16:54ZengAssociation for the Study of Religion in Southern AfricaJournal for the Study of Religion1011-76012413-3027282202219S1011-76012015000200010The classroom, an inadequate mechanism for advancing diversity via religion education in the South African contextZahraa McDonaldIn 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.http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S1011-76012015000200010&lng=en&tlng=enreligion educationclassroompost-secularteacher capacity
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Zahraa McDonald
spellingShingle	Zahraa McDonald The classroom, an inadequate mechanism for advancing diversity via religion education in the South African context Journal for the Study of Religion religion education classroom post-secular teacher capacity
author_facet	Zahraa McDonald
author_sort	Zahraa McDonald
title	The classroom, an inadequate mechanism for advancing diversity via religion education in the South African context
title_short	The classroom, an inadequate mechanism for advancing diversity via religion education in the South African context
title_full	The classroom, an inadequate mechanism for advancing diversity via religion education in the South African context
title_fullStr	The classroom, an inadequate mechanism for advancing diversity via religion education in the South African context
title_full_unstemmed	The classroom, an inadequate mechanism for advancing diversity via religion education in the South African context
title_sort	classroom, an inadequate mechanism for advancing diversity via religion education in the south african context
publisher	Association for the Study of Religion in Southern Africa
series	Journal for the Study of Religion
issn	1011-7601 2413-3027
description	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.
topic	religion education classroom post-secular teacher capacity
url	http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S1011-76012015000200010&lng=en&tlng=en
work_keys_str_mv	AT zahraamcdonald theclassroomaninadequatemechanismforadvancingdiversityviareligioneducationinthesouthafricancontext AT zahraamcdonald classroomaninadequatemechanismforadvancingdiversityviareligioneducationinthesouthafricancontext
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The classroom, an inadequate mechanism for advancing diversity via religion education in the South African context

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