Religion in education in South Africa : was social justice served?

• Published in: South African journal of education Vol. 31; no. 3; pp. 381 - 393
• Main Author: Van Der Walt, Johannes L.
• Format: Journal Article
• Language: English
• Published: Education Association of South Africa (EASA) 2011; Education Association of South Africa
• Subjects: Civil Rights; Education & Educational Research; Education policy; Education, Scientific Disciplines; Educational Policy; Educational Practices; Foreign Countries; Human rights; Morality; Public Education; Public Schools; Religion; Religion in education; Religion/religious education; Religious practice; Role of Education; Secularism; Social integration; Social Justice; South Africa; State; State Church Separation; Teaching; South Africa; religion/religious education; morality; human rights; religion in education; South Africa; state; social justice; religion
• ISSN: 0256-0100; 2076-3433; 2076-3433
• DOI: 10.15700/saje.v31n3a543

The promulgation of South African policy regarding the place of religion in public education was delayed until 2003, after a lively debate. The National Policy on Religion in Education effectively banned confessional, sectarian religion from public schools, but allowed for the teaching of Religion Studies as an academic subject and for religious observances, on condition that these were offered in a fair and equitable manner. Given the nature of the debate around religion and education in South Africa, it can be asked whether the state has served social justice through this Policy. A discussion of human rights, social justice, morality and the role of the state leads to the conclusion that although the state never actually mentioned the philosophical or moral driving forces behind the Policy, it is most likely that it applied tenets of secularism, value-plurality, pragmatic political expediency and modus Vivendi. This was probably the best route for the state to follow considering how, in the past, education suffered from the over-emphasis of divisive factors. Revised policy could arguably take cognisance of how actors on the ground dealt with this conundrum.