Is it possible to be accommodative of other religions as a school principal?
In 2003, when the Department of Education in South Africa promulgated its National Policy on Religion and Education, Religion Education was introduced in schools. One of the aims of this policy was for public schools to promote, protect, respect and instil the core values of a democratic society thr...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Springer
[2017]
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| In: |
Journal of Religious Education
Year: 2017, Volume: 65, Issue: 1/3, Pages: 35-50 |
| IxTheo Classification: | AD Sociology of religion; religious policy AH Religious education AX Inter-religious relations CC Christianity and Non-Christian religion; Inter-religious relations RF Christian education; catechetics |
| Further subjects: | B
Religious Diversity
B Religious Education B religious accommodation B religious beliefs and practices B Religious Discrimination |
| Online Access: |
Presumably Free Access Volltext (Resolving-System) |
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| 520 | |a In 2003, when the Department of Education in South Africa promulgated its National Policy on Religion and Education, Religion Education was introduced in schools. One of the aims of this policy was for public schools to promote, protect, respect and instil the core values of a democratic society through their processes and practices. The role of the school principal has been to mediate implementation of this policy. Since then, religion in schools has been a complex and contested subject. While acknowledging these contestations, this article focuses on whether or not it is possible for school principals to be accommodative of other religions. More specifically, the argument informing the article is that it is not only possible, but also necessary, in terms of the principals' mandate to mediate policy implementation in schools. In so doing, the article reports on the narratives of the twelve purposefully selected school principals on how they implement the religion-in-education policy in their respective schools. The findings show that previous experience and insufficient training play an important role in influencing school principals' decisions towards policy implementation. Recommendations are therefore made. | ||
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