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dc.contributor.authorRoux, Corneliaen_US
dc.date.accessioned2010-08-04T15:34:37Z
dc.date.available2010-08-04T15:34:37Z
dc.date.issued2008en_US
dc.identifier.citationROUX, C. 2008. Religion in Education: Who is Responsible? Alternation: International Journal for the Study of Southern African Literature and Languages, 3 (Special issue):3-30, Nov. [http://alternation.ukzn.ac.za/]en_US
dc.identifier.issn1023-1757
dc.identifier.urihttp://hdl.handle.net/10394/3280
dc.description.abstractReligion in Education1 (RiE) in South Africa seems to be the playing field of many stakeholders. This subject and/or research domain is hosted in either Departments of Religious Studies in Faculties of Human Sciences or Faculties of Education. During the ‘struggle’, that is in the past 19 years, many opportunities were created for acknowledging the importance of Religion in Education from a social construct point of view, and many expectations voiced. Religious Studies scholars and educationalists formed committees, produced published academic outputs, presented scholarly research results, put curricula together to replace the previous religious instruction mode of teaching. Since 2003, Religion in Education has a democratic government-approved policy document that enhances opportunities to explore religious diversity and to improve and celebrate respect for diversity. One can argue that religion became a force in education that needed well-qualified academe and teachers to present the new social construct for the teaching and learning paradigm. However, all the above-mentioned forces, opportunities and structures are dismally failing the research domain and the educational responsibility to our diverse society 1 Religion in Education (RiE) defines the research domain of religion in schools as subject (Religion Studies) as well as the tertiary subject in teacher training programmes at Faculties of Education (Life Orientation or Religion Studies)
dc.publisherAlternation
dc.titleReligion in Education: Who is Responsible?en_US


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