|dc.contributor.advisor||Hemson, Crispin Michael Cole.||
|dc.description||Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2006.||en_US
|dc.description.abstract||This research study deals with educators' experiences and daily encounters
within two diverse school settings. Educators from both schools are from diverse
religious, racial and cultural backgrounds. The study focuses on issues of social
groups based on religious affiliations and was guided by theories of oppression
and social justice.
The following questions were the focus of the study:
1. What have been the experiences of non-Christian educators in a
predominantly Christian school around religion?
2. What caused these experiences to be constructed in a way they did?
3. To what extent have the experiences of non-Christians at the school been
similar to earlier experiences in relationship to religion in their lives?
4. To what extent are the experiences of non-Christians evidence for
describing their situation as one of 'religious oppression'?
A qualitative approach was used. Semi-structured interviews were conducted at
one school and questionnaires were completed at the second school, as the
researcher was unable to interview educators because of time constraints. The
results of the research indicated that educator experiences differed from one
school to the next. Although it is not possible to make a judgement about
religious oppression based on such limited contexts, there is significant evidence
of social exclusion based on religion at the one school. At times these issues are
caught up in racial and gender issues, or issues between non-Christian religions.
However, at the second school educators experienced a high degree of
The research raises questions about the ways in which schools in South Africa
are addressing the constitutional and policy requirements concerning the
acceptance of religious diversity.||en_US
|dc.subject||Religious pluralism--South Africa.||en_US
|dc.subject||Religion in public schools--South Africa.||en_US
|dc.title||Relating experiences of non-Christian educators in predominantly Christian schools in Kwa-Zulu [sic] Natal from a social justice perspective.||en_US