Please use this identifier to cite or link to this item: http://hdl.handle.net/10995/64651
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dc.contributor.authorBhayat, A.en
dc.date.accessioned2018-11-14T09:19:17Z-
dc.date.available2018-11-14T09:19:17Z-
dc.date.issued2018-
dc.identifier.citationBhayat A. Inter-Religious Cooperation and its Challenges in Schools and Public Life in South Africa / Ahmed Bhayat // Changing Societies & Personalities. — 2018. — Vol. 2. Iss. 3 : The Politics and Pedagogy of Religion Education. — P. 267–270.en
dc.identifier.issn2587-6104-
dc.identifier.issn2587-8964 (Online)-
dc.identifier.urihttp://hdl.handle.net/10995/64651-
dc.descriptionReceived 27 August 2018. Accepted 10 September 2018. Published online 30 September 2018.en
dc.description.abstractAfter the collapse of apartheid, South Africa adopted a new political regime in 1994 that promoted democratic values to build a socially cohesive nation out of a fractured past. The post-apartheid state changed its education policies to reflect this democratic framework that recognised, appreciated, and accommodated the diverse reality of the country’s population. More specifically, Religion Education was incorporated into the school curriculum that focussed on teaching and learning about “religion, religions, and religious diversity” (Chidester, 2003, p. 262). Religion Studies was a specialised subject for senior learners that formed part of the Religion Education curriculum. This paper will explore how the post-apartheid South African education policies recognise the value of Religion Studies and its role in creating inter-religious cooperation in the country’s schools and communities. I will explain the South African Schools Act and National Policy of Religion and Education as two key education policies that underpin the subject Religion Studies. However, while Religion Studies will be shown as aiming to build inter-religious cooperation, I will discuss that this is a challenging process considering that a strong Christian ethos is still promoted by some public schools in the country. I argue that Religion Studies has a transformative role in the South African classroom since it promotes the importance of values in transforming (inter-religious) relationships within schools and outside of them.en
dc.format.mimetypeapplictaion/pdfen
dc.language.isoenen
dc.publisherUral Federal Universityen
dc.publisherУральский федеральный университетru
dc.relation.ispartofChanging Societies & Personalities. 2018. Vol. 2. Iss. 3en
dc.subjectINTER-RELIGIOUS COOPERATIONen
dc.subjectPOLICIESen
dc.subjectPOST-APARTHEIDen
dc.subjectSOCIAL COHESIONen
dc.subjectDIVERSITYen
dc.titleInter-Religious Cooperation and its Challenges in Schools and Public Life in South Africaen
dc.typeArticleen
dc.typeinfo:eu-repo/semantics/articleen
dc.typeinfo:eu-repo/semantics/publishedVersionen
dc.identifier.rsihttps://elibrary.ru/item.asp?id=36412098-
dc.identifier.doi10.15826/csp.2018.2.3.043-
local.description.firstpage267-
local.description.lastpage270-
local.issue3-
local.volume2-
Appears in Collections:Changing Societies & Personalities

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