| Summary: | Bibliography: pages 89-94. === Education is perhaps the area which has been affected most profoundly, both by the policy of Apartheid and the resistance to that policy. Since 1976, the year of the Soweto uprising, people have been talking about the Crisis in Education. Sporadic student uprisings have occurred from time to time. The education system has been rejected by many teacher and community organisations. This state of affairs is hardly surprising if we consider the main characteristics of the present education system as seen by Ken Hartshorne, "It is based on race and apartheid ideology. It is·based on class and economic discrimination. The central state authority is dominant. The education system is authoritarian in character. The education system is the site of crisis and struggle. It is permeated by contradictions and uncertainties" (1992, 4-8). This thesis is an attempt to locate the curriculum practice in Religious Education during the height of the Apartheid era, to consider what options we have and to make proposals as to what can be done in terms of philosophy and practice for the future.
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