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A place of religion education in multicultural school in iLembe District.

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The study aims to investigate the challenges and perceptions of religion education in multicultural schools. This is a qualitative study and is guided by the interpretative paradigm. This research utilised a triangulation approach using focus groups, in-depth interviews, and document review. Interviews were audio-taped, transcribed and interpreted through the coding process. In a multicultural country like South Africa, it is important that learners reach high levels of proficiency in religion education. The Constitution of the Republic of South Africa (Act 108 of 1996) provides the basis for curriculum for transformation and development. There is a need for educator training so that educators can handle diverse learners and improve teaching approaches and strategies. Religion education bring about moral values and contributes to create an integrated community that affirms in diversity therefore religious diversity needs to be facilitated by trained professionals. The chapters unfold with various perceptions by educators, learners, parents’ school governing body members, and authorities. This allows me to record and analyse these principles, practices and lived experience in religion education development. A major feature of this research has been to seek and summarise the first hand views and the authentic voices of educators, learners, parents, curriculum developers and religious leaders. This study seeks to build on the new direction in education and proposes numerous strategic recommendations for a new approach in religion education in South Africa. Finally, the study provides useful insights and guidelines to the general public, educators, policymakers, lectures and managers of the institution of learning.


Doctoral Degree. University of KwaZulu-Natal, Pietermaritzburg.