Building a nation: religion and values in the public schools of the USA, Australia, and South Africa

Mawdsley, Ralph D.; Cumming, Jacqueline Joy; Waal, Elda de

doi:10.1080/09539960802271391

Cited by 8 publications

(1 citation statement)

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“…Finally, the decision on a 'co-operative model' was reached and the National Policy on Religion and Education emerged as a consensus document about the relationship between religion and education (DoE 2003). In terms of this 'co-operative model' the South African approach to religion and education recognises not only the 'separate spheres for religion and the State' under the Constitution, but also the 'scope for interaction between the two' (Dreyer 2007;Mawdsley, Cumming, and De Waal 2008; Van Der Walt 2010). According to the State, its co-operative model was a reaction against both the apartheid 'theocratic model', which tried to impose religion in public institutions, and the USA 'separationist model' that completely divorces the religious sphere of society from the secular one (Dreyer 2007;Mawdsley, Cumming, and De Waal 2008;Van Der Walt 2010).…”

Section: The National Policy On Religion and Educationmentioning

confidence: 99%

Religion in education policy in South Africa: a challenge of change

Ntho-Ntho

Nieuwenhuis

2015

British Journal of Religious Education

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Since 1995, the National Department of Education has developed a number of policies to give effect to the proposed transformation outlined in White Paper 1 (Notice 196 of 1995) and in subsequent legislation. A range of Acts and policies were introduced, many of them dealing with how religion should be dealt with in schools and it culminated in the promulgation of the National Policy on Religion and Education (2003). In all these policies the role of the school and, in particular, of the school principal has been foregrounded as important for effective implementation of policies. This article is based on research conducted to determine how school principals dealt with religion and the implementation of the religion and education policy. This study found that school principals often ignore the policy and maintain the status quo. When faced with conflict of religious interests, they partially subcontract into the policy. The study also found that past experiences with religion in education, either as students or educators, had a major impact on how principals perceive the role of religion in schools and how they dealt with it.

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Section: The National Policy On Religion and Educationmentioning

confidence: 99%