Designing the Islamic Component of a Proposed World Religion Curriculum for South African State Schools

An aspect of curriculum policy-making under the past Nationalist government had to do with policy being used to develop and impose the state’s nationalist and religious ideology-Christian National Educationon all schools in South Africa after its assumption of power in 1948. One consequence of this...

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Autor principal:	Ray Basson
Formato:	article
Lenguaje:	EN
Publicado:	International Institute of Islamic Thought 1995
Materias:	Islam BP1-253
Acceso en línea:	https://doaj.org/article/5cb88f6fa2dc421ca99a1fce39ce6c25
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spelling	oai:doaj.org-article:5cb88f6fa2dc421ca99a1fce39ce6c252021-12-02T19:22:43ZDesigning the Islamic Component of a Proposed World Religion Curriculum for South African State Schools10.35632/ajis.v12i4.23692690-37332690-3741https://doaj.org/article/5cb88f6fa2dc421ca99a1fce39ce6c251995-01-01T00:00:00Zhttps://www.ajis.org/index.php/ajiss/article/view/2369https://doaj.org/toc/2690-3733https://doaj.org/toc/2690-3741 An aspect of curriculum policy-making under the past Nationalist government had to do with policy being used to develop and impose the state’s nationalist and religious ideology-Christian National Educationon all schools in South Africa after its assumption of power in 1948. One consequence of this policy was that the rich diversity of South Africans as a people holding to multiple, positive, and idiosyncratic beliefs linked to various communal identities was sacrificed to a state-imposed pseudocommonality. Part of the challenge of educational reconstruction under the democratic government elected in April 1994 is to develop curricula that both recognize the diversity of positive ideals, beliefs, and faith while remaining impartial, if not agnostic,’ toward any one belief and to contribute to the development of a new and shared national identity. Following ministerial approval, an “Accommodation Model” for teaching religion has been announced recently. In it, schools are allowed to choose between teaching “one . . . faith” as an academic curriculum, a “world religion” curriculum, or a “combination” of the two, as religious education in the core curriculum and/or as an academic subject leading to certification. We suggest that the impetus for a world religion curriculum has to do with a desire to develop in all students an understanding of the diversity of faiths in the country and to move away from the solely Biblecentered programs of the past. In this article, we consider the design of the Islamic component for inclusion as one component in the proposed world religion curriculum. Its purposes are considered against the backdrop of ... Ray BassonInternational Institute of Islamic ThoughtarticleIslamBP1-253ENAmerican Journal of Islam and Society, Vol 12, Iss 4 (1995)
institution	DOAJ
collection	DOAJ
language	EN
topic	Islam BP1-253
spellingShingle	Islam BP1-253 Ray Basson Designing the Islamic Component of a Proposed World Religion Curriculum for South African State Schools
description	An aspect of curriculum policy-making under the past Nationalist government had to do with policy being used to develop and impose the state’s nationalist and religious ideology-Christian National Educationon all schools in South Africa after its assumption of power in 1948. One consequence of this policy was that the rich diversity of South Africans as a people holding to multiple, positive, and idiosyncratic beliefs linked to various communal identities was sacrificed to a state-imposed pseudocommonality. Part of the challenge of educational reconstruction under the democratic government elected in April 1994 is to develop curricula that both recognize the diversity of positive ideals, beliefs, and faith while remaining impartial, if not agnostic,’ toward any one belief and to contribute to the development of a new and shared national identity. Following ministerial approval, an “Accommodation Model” for teaching religion has been announced recently. In it, schools are allowed to choose between teaching “one . . . faith” as an academic curriculum, a “world religion” curriculum, or a “combination” of the two, as religious education in the core curriculum and/or as an academic subject leading to certification. We suggest that the impetus for a world religion curriculum has to do with a desire to develop in all students an understanding of the diversity of faiths in the country and to move away from the solely Biblecentered programs of the past. In this article, we consider the design of the Islamic component for inclusion as one component in the proposed world religion curriculum. Its purposes are considered against the backdrop of ...
format	article
author	Ray Basson
author_facet	Ray Basson
author_sort	Ray Basson
title	Designing the Islamic Component of a Proposed World Religion Curriculum for South African State Schools
title_short	Designing the Islamic Component of a Proposed World Religion Curriculum for South African State Schools
title_full	Designing the Islamic Component of a Proposed World Religion Curriculum for South African State Schools
title_fullStr	Designing the Islamic Component of a Proposed World Religion Curriculum for South African State Schools
title_full_unstemmed	Designing the Islamic Component of a Proposed World Religion Curriculum for South African State Schools
title_sort	designing the islamic component of a proposed world religion curriculum for south african state schools
publisher	International Institute of Islamic Thought
publishDate	1995
url	https://doaj.org/article/5cb88f6fa2dc421ca99a1fce39ce6c25
work_keys_str_mv	AT raybasson designingtheislamiccomponentofaproposedworldreligioncurriculumforsouthafricanstateschools
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Designing the Islamic Component of a Proposed World Religion Curriculum for South African State Schools

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