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South African State Religion Education in the Combat, Continuation, and Creation of Religious Inequalities

Title: South African State Religion Education in the Combat, Continuation, and Creation of Religious Inequalities.
Name(s): Dyehouse, Andrea Renee, author
Hellweg, Joseph, professor directing thesis
Porterfield, Amanda, 1947-, committee member
Khurshid, Ayesha, committee member
Florida State University, degree granting institution
College of Arts and Sciences, degree granting college
Department of Religion , degree granting department
Type of Resource: text
Genre: Text
Master Thesis
Issuance: monographic
Date Issued: 2017
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource (104 pages)
Language(s): English
Abstract/Description: This study examines how colonial-era Christian missionary education shaped apartheid-era religious schooling and post-apartheid state religion education. The author argues that post-apartheid state religion classrooms simultaneously combat and continue the religious inequalities promoted during apartheid. In attempting to combat old religious inequalities, religion education creates new religious inequalities. During apartheid, religious education wove racialized Christian nationalism into daily life, promoting the separation of peoples of different ethnic and religious groups in order to maintain a system of racial segregation. In an attempt to mend the racial and religious inequalities of apartheid, the post-apartheid state introduced multi-religion education into the school curriculum through the 2003 National Policy on Religion and Education. The Policy presents religion education as a means of teaching students to respect diversity. Although the new model developed as a direct response to apartheid, few measures ensure that the goals of religion education achieve their stated ends in classroom practice or that schools fully protect the religious rights of students. Moreover, religion receives a small share of curriculum time, raising questions as to whether or not it is taught in all post-apartheid schools. Even in schools where religion is taught, little accountability exists to ensure that the subject is taught well. This thesis problematizes the insufficient religion training provided to educators as well as the Policy's possible promotion of a civil religion of positive tolerance centered on pluralism and secularism. These concerns are further compounded by some teachers' rejection of the Policy, the intertwined histories of Christianity and education in South Africa, and longstanding perceptions of "world religions" that problematically marginalize indigenous traditions and structurally reflect Christianity. Because the break between religious education as conceived during apartheid and religion education in post-apartheid South Africa is primarily one of policy over practice, religious inequalities continue to pervade schools. Finally, this study outlines a few possible proposals for changes in religion education and explores trends in religion and education across Southern Africa.
Identifier: FSU_2017SP_Dyehouse_fsu_0071N_13819 (IID)
Submitted Note: A Thesis submitted to the Department of Religion in partial fulfillment of the requirements for the degree of Master of Arts.
Degree Awarded: Spring Semester 2017.
Date of Defense: April 7, 2017.
Keywords: religion, religion education, religious education, South Africa
Bibliography Note: Includes bibliographical references.
Advisory Committee: Joseph Hellweg, Professor Directing Thesis; Amanda Porterfield, Committee Member; Ayesha Khurshid, Committee Member.
Subject(s): Religious education
South Africa
Study and teaching
Persistent Link to This Record:
Owner Institution: FSU

Choose the citation style.
Dyehouse, A. R. (2017). South African State Religion Education in the Combat, Continuation, and Creation of Religious Inequalities. Retrieved from