Relevant bibliographies by topics / Religion policy in schools

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Religion policy in schools'

Author: Grafiati
Published: 25 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Religion policy in schools"

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Chidester, David. "Unity in Diversity: Religion Education and Public Pedagogy in South Africa." Numen 55, no. 2-3 (2008): 272–99. http://dx.doi.org/10.1163/156852708x283078.

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AbstractOn 12 September 2003, Minister of Education, Kader Asmal, presented to Parliament South Africa's new national policy on religion and education. Breaking with the confessional religious instruction of the past, the policy established a new educational agenda for teaching and learning about religion, religions, and religious diversity in South African schools. Although this policy was the focus of many years of educational debate and religious controversy, it was also part of broader post-apartheid efforts in nation building. The policy was based on an inclusive definition of citizenship; it enacted the state's commitment to constitutional values, respect for cultural diversity, and transformational promise of moving a divided society towards national unity. In this broader context, I want to link South Africa's national policy for religion and education with post-apartheid initiatives in cultural heritage. As public pedagogy, state-driven and market-driven heritage projects have created an expanding classroom for "celebrating diversity and building national unity." Heritage projects have been criticized for manufacturing uniformity and privileging the extraordinary. In working out a curriculum for religion education in schools, these criticisms also need to be addressed. This article proposes that fruitful exchanges in theory and pedagogical practice can emerge at the intersection of religion education, heritage studies, and the history of religions.
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Davis, Michael J. "Religion, Democracy and the Public Schools." Journal of Law and Religion 25, no. 1 (2009): 33–56. http://dx.doi.org/10.1017/s0748081400001363.

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In the six decades since it began adjudicating issues involving religion and K-12 education, the United States Supreme Court has issued numerous opinions on various aspects of that relationship. Several of the Court's viewpoints have changed over time. It explicitly reversed itself on the constitutionality of using publicly-paid specialists in parochial schools, and dramatically changed its perspective on public funds flowing to those institutions. But the Court has never wavered on issues regarding religious activities in public schools—it has struck down every policy or program it has chosen to review. No opinion was unanimous, and rationales changed. But no result has diverged from the Court's original perspective that the Establishment Clause's brightest line ran just outside the public school grounds.This piece begins with first doctrinal, then policy reviews of the Court's nine school prayer decisions. Parts I and II analyze the decisions as constitutional doctrine, dividing them along parallel lines of time and quality. In Part I, I show that the holdings and rationales of the Court's early school prayer decisions are both sound and commendable as constitutional doctrine. Part II takes a longer look at the remaining later decisions however, and reveals a struggling Court often relying on specious, fabricated or a priori reasoning to reach the apparently inevitable, but questionable, conclusion of unconstitutionality. Part III takes up the effects of the Court's decisions on social and political policy. I argue that the early decisions, though controversial, freed America from a past of sectarian domination, while the later decisions helped sow the seeds of several related and unhappy developments, especially ones promoting the very religious divisions they purported to guard against.
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Jivraj, Suhraiya. "Interrogating religion: Christian/secular values, citizenship and racial upliftment in governmental education policy." International Journal of Law in Context 9, no. 3 (September 2013): 318–42. http://dx.doi.org/10.1017/s1744552313000165.

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AbstractFaith schools have (re)gained an increasingly prominent place within the public education system in the UK. Whilst the former Labour government expanded the number of state-funded faith schools during its terms in office, they continue to be supported by the current coalition government. The expansion of faith schooling has continued despite widespread opposition attributing much of the religious divisions and lack of community cohesion within society to faith schooling, particularly after ‘race riots’ in the north of England in 2001. This article does not seek to contribute to the largely polarised debate arguing either for or against faith schools. Instead, I explore how religion circulates in governmental discourse supporting faith schools and the sociopolitical work it does through law. I focus on the key contention put forward particularly by the former Labour government that faith schools, contrary to being divisive, can actually play an important role in the promotion of community cohesion, precisely because of the values and ethos of these schools. I examine how this governmental discourse is influenced by social capital and communitarian theories that highlight the role of Christian or church school values in fostering citizenship and community cohesion through education. I suggest that the influence of these theories on government policy has led to church schools becoming a benchmark for other schools to emulate, especially where they embody state/British values which are sometimes posited as being universal and secular. Rather than the expansion of faith schools being a policy that supports schools of all faiths, Muslim schools in particular have been singled out as posing a potential ‘threat to the nation’ and the social cohesion within it. In addition, I argue that the often invisibilised normative influence of de-theologised Christian/secular values plays a role in regulating the boundaries of ‘acceptable’ religion. The potential effects of delimiting religion through the discourse of values, coupled with the engendering of citizenship and belonging of children from minority religious/ethnic backgrounds within the education system, might also be viewed as effectively resulting in a form of ‘racial upliftment’. My analysis draws on critical religion and race perspectives that remain largely absent within socio-legal scholarship on law and religion and indeed citizenship. One exception is more recent scholarship on gender and the banning of Muslim religious dress in schools and other public spaces, and the recognition of certain areas of Muslim family law within Western legal systems. However, analyses that attend to the contingent ways in which religion can circulate and be produced through law relating to children are urgently needed alongside those attending to gender.
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Susilowati, Linda. "PERSIAPAN SEKOLAH RAMAH ANAK DI SALATIGA: PEMETAAN KEBUTUHAN DAN IDENTIFIKASI MASALAH DARI PERSPEKTIF PESERTA DIDIK." KRITIS 26, no. 1 (December 19, 2018): 1–21. http://dx.doi.org/10.24246/kritis.v26i1p1-21.

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Obtaining a quality education is the foundation to creating sustainable development. Education can help locals to develop innovative solutions for the world’s problems. Schools then have a very important role to play in achieving quality education. In addition to improving quality in the academic field, developing quality school human resources is also very important task to do. Schools need to support the human recources or children’s development by creating child-friendly schools. In the preparation phase of creating the child-friendly schools, there are several im parts that need to be considered and carried out, such as open discussion or constultation with the children as student in order to identify children’s needs and accommodate children’s aspiration. The focus group discussion and interviews with representative students from Salatiga founds there are needs and problems that need to be addresses on preparing the child-friendly schools: 1) on school policy: schools need partipations of all stake holders in developing school policy of violence against student, and specific detail of that upcoming policy, clearer and safer violence reporting mechansism for children; 2) on learning activities: unbalance treatments and discrimination towards students (based on social status, religion, and race or ethnicity), lack of educators’ capacity on understanding the diversity of character and students’ potential, treatments from educator that decreasing students’ condidence, teachers behavior that contains offensive SARA (ethnicity, religion, race, and social class), and violence cases both physically and verbally in schools activities; 3) on educators component; lack of understanding of child rights and child-friendly schools, lack of implementation of child rights and child-friendly schools; 4) on facilities and infrastructure: evacuation routes for natural disasters and fires, clean toilet facilities and changing rooms that can protect students from sexual crimes attempts; 5) on students participations and; 6) stakeholders participations: lack of stakeholders and students involment on preparing child-friendly school in Salatiga.
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Barker, Renae. "Pluralism versus Separation: Tension in the Australian Church-State Relationship." Religion & Human Rights 16, no. 1 (March 23, 2021): 1–40. http://dx.doi.org/10.1163/18710328-bja10015.

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Abstract The relationship between the state and religion in Australia exists in a state of tension. On the one hand the “non-establishment” clause in section 116 of the Australian Constitution points to the separation of religion and state. On the other hand there is a high level of cooperation between the state and religion in the public sphere, most visible in the funding of religious schools by the federal government. These two visions of the Australian state-religion relationship are in tension. One requiring the removal of religion from the public sphere while the other calls for a plurality of religions to be accommodated in public spaces. This article seeks to resolve this tension by proposing a new way to understand the Australian state-religion relationship as non-establishment pluralism. Non-establishment in the sense that the Australian Constitution prohibits the establishment of any religion—be that a single state church, multiple state religions, or religion generally. Pluralism in that the state via ordinary legislation, public policy, and government action cooperates with religion in numerous areas of state and religious interest in the public sphere.
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Thio, Li-Ann, and Jaclyn Ling-Chen Neo. "Religious Dress in Schools: The Serban Controversy in Malaysia." International and Comparative Law Quarterly 55, no. 3 (July 2006): 671–88. http://dx.doi.org/10.1093/iclq/lei110.

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There has been a spate of litigation before constitutional and human rights courts challenging restrictions on wearing religious dress in state schools as an infringement of religious freedom rights.1 These cases implicate deeper constitutional issues pertaining to State-Religion relations, religious pluralism and expressions of religious identity in the public domain of multicultural societies. Within Europe, this problem relates to the issue of integrating immigrants into national society and preserving secular political orders. The European Court of Human Rights in Leyla Sahin v Turkey2 [‘Sahin’] noted that within democratic societies, opinions ‘reasonably differ widely’ on State-Religion relations, reflected in the diversity of national approaches. For example, the 2004 French law banning ostentatious religious symbols from public schools,3 embodying a strict, doctrinaire secularism, contrasts sharply with the more accommodating liberal approach where British schools pragmatically offer students alternative uniforms to satisfy religious dress codes for public modesty. The English Court of Appeal in Shabina Begum v Governors of Denbigh High School4 [‘Begum’] held, in applying the Human Rights Act,5 that the school as a state institution was obliged to consider the claimant's religious rights under Article 9(1) of the European Convention of Human Rights [ECHR], and to justify its school policy under the Article 9(2) limitation clause. The United Kingdom is ‘not a secular state’6 as statute provides for religious education and worship in schools.
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Hidarya, Ia, Achmad Mudrikah, and R. Supyan Sauri. "Implementation of Regulation of The Minister of Religion Number 2 Of 2012 for Islamic Education Supervisers at Schools in The Department of Education in Sukabumi Regency." International Journal of Nusantara Islam 8, no. 2 (December 26, 2020): 226–39. http://dx.doi.org/10.15575/ijni.v8i2.11082.

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Regulation of the Minister of Religion (PMA) Number 2 of 2012 concerning Madrasah Supervisors and Supervisory Islamic Religious Education (PAI) at Schools, is a policy product issued by the Ministry of Religion which gave rise to a new nomenclature, amidst the regulations of School / Madrasah supervisors, namely supervisory functional positions. PAI on Schools. This regulation has implications for the implementation of PAI supervisor duties at schools. This research was motivated by the inadequate implementation of the activities of Islamic Education Supervisors at schools in the Sukabumi District Education Office. The focus of this research is the implementation of Regulation of the Minister of Religion (PMA) Number 2 of 2012 for Islamic Education supervisors at schools in the Sukabumi District Education Office. The purpose of this research is to find out about: 1) Implementation of PMA Number 2 of 2012 for PAI supervisors in the Education Office of Sukabumi Regency; 2) Problems faced by PAI supervisors at the Education Office of Sukabumi Regency in implementing PMA Number 2 of 2012, and 3) Efforts to improve in the future in implementing PMA Number 2 of 2012. This study used a qualitative approach with descriptive methods, data collection was carried out through interviews, observation and documentation study. This is to make a systematic, factual and accurate description of the phenomenon under study. The results of the research findings show: 1) The implementation of PMA Number 2 of 2012 for PAI supervisors at the Education Office of Sukabumi Regency is not running optimally; 2) The root of the main problems faced by PAI supervisors: Policy standards; Budget; Psychological burden; Coordination; and performance appraisal. 3) Improvement efforts are made by: Directorate of PAI by compiling a draft revision of PMA Number 2 of 2012; The Sukabumi District Education Office issues a SK to assign a school supervisor to the PAI supervisor; The Ministry of Religion of Sukabumi Regency has substantially increased the pattern of guidance; PAI supervisors increase creativity and motivation in carrying out their duties and supervisory functions. Recommendations for this study are addressed to the PAI Directorate of the Ministry of Religion of the Republic of Indonesia, in the form of: PMA Revision Number 2 of 2012 so that it is relevant to the regulations of school / madrasah supervisors; Review of Islamic Religious Education (PAI) supervisor nominations in schools; Adequacy of the budget for improving the quality of supervisors; and Strengthen coordination between related institutions.
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Northcoot, Michael S. "Rubbish, Recycling and Religion: Indonesia’s Plastic Waste Crisis and the Case of Rumah Kompos in Ubud, Bali." International Journal of Interreligious and Intercultural Studies 3, no. 1 (April 28, 2020): 1–19. http://dx.doi.org/10.32795/ijiis.vol3.iss1.2020.680.

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Indonesia is the second largest global source of marine plastic after China. Plastic waste, together with toxic smoke from extensive unregulated rubbish burning in homes and businesses, are grave public health threats in Indonesia. This paper presents a case study in Ubud, Bali of a community-based recycling and waste sorting project - Rumah Kompos –which demonstrates the potential of religious wisdom and belief to contribute to help solve Indonesia’s waste problem. The cultural role of religions in the case study is part of a larger Indonesian, and world religions, phenomenon in which churches, mosques and temples, and faith-based schools (and in Indonesia Islamic boarding schools or pesantren) have made efforts to sponsor pro-environmental behaviours at local community level. The paper also recalls the relevance of anthropological studies of religion, especially Mary Douglas’ classic study Purity and Danger, in understanding the connected genealogies of waste and religion. Douglas theorises that identification and regulation of hazardous and ‘polluting’ practices, concerning bodily fluids, food, clothing, housing, habitable land, potable water and sexual relationships was central to the social role of traditional religions. The disturbance to this long-established function of religion occasioned by the speed and scale of adoption of modern technological innovations, and of a modern ‘consumer lifestyle’, points to an under-studied dialectic between religion and waste which, in a nation as religiously active as Indonesia, ought to be included in both the conceptualisation of, and policy-making concerning, plastic and waste management.
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Clayton, Matthew, and David Stevens. "What is the point of religious education?" Theory and Research in Education 16, no. 1 (March 2018): 65–81. http://dx.doi.org/10.1177/1477878518762217.

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Some liberal societies continue to require their schools to offer non-directive but, specifically, religious education as part of the curriculum. This article challenges that practice. It does so by articulating and defending the moral requirement that education policy must be regulated by principles that are acceptable to reasonable people. Thereafter, we argue that the leading arguments for prioritizing the study of religion in schools – arguments that claim that religion is special or that assert that the majority or parents are morally permitted to prioritize religion in schooling – are incompatible with the acceptability requirement.
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Preston, Teresa. "A Look Back: Church, state, and Kappan." Phi Delta Kappan 102, no. 5 (January 26, 2021): 5–7. http://dx.doi.org/10.1177/0031721721992557.

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In this monthly column, Kappan managing editor Teresa Preston looks back at how the magazine has covered questions related to the role of religion in public schools. Authors considered how Supreme Court rulings affected school policy and practice, whether religious instruction is necessary for promoting positive values, and how to encourage respect in a religiously diverse world.
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Dissertations / Theses on the topic "Religion policy in schools"

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O'Boyle, Manus Patrick. "Religion, ethnicity and policy in Catholic schools in Northern Ireland." Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318777.

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Modipa, Thabo Isaac. "An Analysis of the implementation of the policy on religion and education in schools." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/40391.

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The introduction of the National Policy on Religion and Education (NPRE) in 2003 signalled the intention by government to provide a framework within which educational institutions have to deal with religion issues. The policy was introduced “in recognition that there have been instances in which public education institutions have discriminated on the grounds of religious belief” (NPRE, 2003: 3). Therefore, the policy gives full expression to the invocation of religion in the Constitution of the Republic of South Africa and the principles governing religious freedom. It further prescribes, in Sections 58 to 65 (NPRE, DoE, 2003), how school governing bodies (SGBs) should conduct religious observances. The study pursued the answer to the question: “Is the implementation of the policy on religion and education in schools advancing the school community’s right to freedom of religion, belief and opinion as anticipated by the NPRE?” The study examined how SGBS in two rural high schools of the North West Province engaged in the development and implementation of the policy on religion. The research used extensive interviews, questionnaires, document analysis and observations to elicit SGBs’ understanding, views and experiences of the issues of religious values and diversity through the implementation of the policy on religion and education in their schools. This interpretive case study traced the ability of the policy to enhance the school community’s right to freedom for religious belief and expression and freedom from religious coercion and discrimination. The findings of the study reveal a gloomy picture about the extent to which the policy on religion in schools is able to achieve the goals and objectives as intended by the NPRE. Two major challenges emerged; one is the lack of knowledge on the part of parents and learners serving in the SGBs to understand and interpret policy. The second is the minimal involvement of stakeholders in decision-making processes on matters that affect their lives, such as religion. This situation ultimately allows educators and principals to manipulate the environment of policy development and implementation. The result thereof includes the situation where one religion is being given priority over others, adoption of a particular religious character because other stakeholders do not have the knowledge about their religious rights, and the direct and indirect coercion of learners and educators to attend an assembly turned into a mono-religious observance.
Dissertation (MEd)--University of Pretoria, 2014.
gm2014
Education Management and Policy Studies
unrestricted
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Maganyane, Tumelo Arnols. "Promoting learners’ right to freedom of religious expression in public schools." Diss., University of Pretoria, 2021. http://hdl.handle.net/2263/80460.

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The dispute over the place, accommodation and tolerance of religion and religious expression in South African public schools, as well as globally, has been vehement. This is, to some extent, because public schools reflect the multicultural and religious societies in which they are found. In addition to their diverse backgrounds, public schools in South Africa and elsewhere are dominated by Christianity, with most people claiming allegiance to it and, sometimes, discriminating against the other minority religions. This has led to governments developing a plethora of legislation, policies and regulations to redress the dominance, unequal treatment and discrimination of the dominant religion. This study was undertaken to answer the question: “How do public schools promote the learners’ right to freedom of religious expression?” This interpretive multisite case study explored the experiences of the SGB chairpersons, principals, Life Orientation educators and learners at three public secondary schools in the Bohlabela District of the Mpumalanga province of South Africa. The research used interviews, document analysis and observations to elicit the participants’ views and understandings of how their various schools’ religious observance policies promoted the learners’ right to freedom of religious expression. The findings revealed that most schools have not changed the way they conduct religious observances since the promulgation of the National Policy on Religion and Education of 2003. Moreover, learners still experience religious intolerance and religious discrimination because schools promote single-faith religious observances.
Dissertation (MEd)--University of Pretoria 2021.
pt2021
Education Management and Policy Studies
MEd
Unrestricted
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Knowles, Kristopher. "Catholic School Leaders' Perceptions of Governance Models in Los Angeles Parochial Schools." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635963.

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The purpose of this quantitative study was to provide insight to the perspectives of leaders and individuals in authority within the Archdiocese of Los Angeles system of Catholic parochial schools regarding current models of governance, levels of authority, and decision-making processes. There is a lack of clearly-defined levels of decision-making authority from the bishops to the Archdiocesan Department of Catholic Schools down to the individual schools.

The pastors, principals, and Department of Catholic Schools personnel shared their perspectives of current governance structures and elements of three emerging alternative governance models. Data were analyzed through a factor analysis of the survey items to explore the strength of the three categories of the governance models represented by the three groups of questions. Next, the descriptive statistics of the specific questions relating to each of the three governance models and community voice were compiled. A Cronbach's alpha was calculated for each group of questions to measure internal consistency.

In order to explore relationships between perceptions among the three independent variable groups (pastors, principals, and Department of Catholic Schools personnel), a Chi-square analysis was run for each of the questions on an ordinal scale.

The study showed significant differences in participant responses between the three groups surveyed. However, there was agreement that community voice must be incorporated into governance, but only in a consultative manner. There was also agreement that a strong governing presence at the central office would be beneficial.

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King, Carolyn. "Policy and practice in religious education within faith and community schools." Thesis, Lancaster University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654542.

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As Britain's population has changed, so have the requirements within the religious education curriculum. The diversified nature of British citizens places a huge responsibility on the government to ensure that each individual is treated equally. The population reflects a rich diversity of culture, tradition, ethnic origin, and also religion and beliefs. Diversity of religion within the education system plays a major role in cultivating an appreciation, understanding and acceptance of differences, and also encourages young people to participate in inter-faith dialogue. In 2004 the government introduced a non-statutory National Framework Agreement for Religious Education (NFRE). The main aims of the NFRE are to ensure that a pluralistic perspective is introduced into the curriculum so that different faiths are represented, to promote the value of community cohesion, and to standardise the curriculum content and assessment practices across England and Wales. The thesis originally set out to explore specifically the response of a sample of faithbased and community schools to the NFRE. However, I discovered early within the study that the sample schools did not use the NFRE at all as curriculum guidance for religious studies. Therefore, the theoretical aspirations of the NFRE are examined against the practical application of religious education within the schools. This thesis presents a commentary on religious education (RE) within a sample of faith-based and community schools in Lancashire. The study seeks to assess if the sample schools have aligned their RE curriculum to that proposed within the NFRE or not, and if not why not. There is an evaluation of how and why the NFRE policy has been developed at national level and how the information has been disseminated to regional level and understood at local level. Saunders (1986a) 'staircase' model has been employed to analyse this communication from national to regional to local level. The study shows a complete lack of communication in the case of the schools in the sample. However, interview responses from participants in all three schools demonstrate that the principles of the NFRE were being applied even in the absence of explicit knowledge of the document's existence. Although the faith-based schools in the study were not bound by the NFRE requirements, it was clear that they were at least as compliant as, if not more compliant than, the community school with the demands of the policy.
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Makasi, Cordelia Noma-Abysinia. "Implementation of the policy on religious equity in public schools in the East London Education District : towards a framework for religious diversity." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5014.

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The study sought to establish the implementation of the policy on religious equity in public schools in the East London Education district in the Eastern Cape Province of South Africa. Underpinned by Van Meter and Van Horn (2015) with implementation and conceptual theory and also a theory on opportunity to learn and school performance by Van Der Grift and Houtveen(2006), the study was located in the pragmatist research paradigm and followed a mixed methods approach and concurrent triangulation design. The research sampling technique was random for high school learners in selected schools and purposeful for principals, heads of departments, teachers and provincial education officials. Three methods were employed to collect data from selected public schools and from the provincial office namely; semi-structured interviews, individual interviews and observation. Quantitative data were analysed statistically and presented in the form of descriptive statistics. Qualitative data were analysed using the thematic content analysis technique. Major findings of the study are that teachers and principals understood the concept religious equity and had a fair understanding of the policy on religious equity. Schools were predominantly Christian-oriented in terms of religious practices and there were no recorded cases of religious conflict. Learners of minority religions were not compelled to attend Christian religious functions in schools and were allowed to attend their own religious functions outside school. This was established from the fact that participants cited freedom of religion as being exercised in schools. However, it was further established that there was no strategic monitoring and support for teachers in the implementation of religious equity. There were also no deliberate measures and strategies for the implementation of religious equity suggesting challenges and inconsistencies in the implementation of the policy. While there were notable challenges in the implementation of the policy, due to resistance of stakeholders to change, schools had great opportunities which could be utilized to enhance the implementation of the policy on religious equity. The study concludes by noting that, while key policy implementers had an understanding of religious equity, the situation on the ground revealed challenges and inconsistencies in the implementation of the policy which resulted in a Christian-dominated school environment at the expense of minority religions The study recommends, among other things, that that religious equity be adhered to as enshrined in the Constitution of South Africa of 1996 and the South African Schools Act of 1996. The teaching and learning environment should include Religion Education as per prescription by National Policy on Religion Education of 2003, that monitoring and support of teachers be done, and that community involvement with policy development be considered crucial as well as moral education teaching in schools. A framework for enhancing implementation of the policy on religious equity is also proposed.
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Baker, Joseph O. "Acceptance of Evolution and Support for Teaching Creationism in Public Schools: The Conditional Impact of Educational Attainment." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/489.

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Public acceptance of evolution remains low in the United States relative to other Western countries. Although advocates for the scientific community often highlight the need for improved education to change public opinion, analyses of data from a national sample of American adults indicate that the effects of educational attainment on attitudes toward evolution and creationism are uneven and contingent upon religious identity. Consequently, higher education will only shift public attitudes toward evolution and away from support for teaching creationism in public schools for those who take non-“literalist” interpretive stances on the Bible, or to the extent that it leads to fewer people with literalist religious identities.
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Plaatjes, Phillip Paul. "A philosophical analysis of school governing body practices of some religious schools in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95975.

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Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: This dissertation argues that, for several reasons, school boards serving the various Seventh-day Adventist schools in the Western Cape have not carried out their functions and responsibilities effectively and efficiently. Although the school boards meet on a regular basis, there appear to be several problems that contribute to a lack of effective performance by the board. Through an analysis of data constructed from interviews and questionnaires, the study reveals that many board members feel that they are not fully equipped to carry out the responsibilities of a governor, and furthermore that they do not belong because they do not feel a part of the decision-making process in the school. They therefore are willing to spend time and effort to equip themselves for the task through capacity building programmes and ongoing training. I contend that, in addition to capacity building programmes, the voices of individual members need to be heard as they participate, deliberately, in decision-making processes. This dissertation contends that if the boards are to function optimally, all stakeholders, particularly the school board members, should engage in capacity building programmes and also experience deliberative, democratic citizenship. They must be given an equal voice to participate in deliberations concerning policy formulation and other decision-making processes. This will help them to realise their democratic right to participate and also to experience inclusivity as a free member of the society in which they live.
AFRIKAANSE OPSOMMING: Hierdie proefskrif argumenteer dat skoolbestuursrade wat verskillende Sewende-dag Adventisteskole in die Wes-Kaap beheer om verskeie redes nie hulle pligte effektief en doeltreffend nakom nie. Hoewel die beheerrade gereeld vergader is daar blykbaar verskeie probleme wat bydra tot ’n gebrek aan die vervulling van hulle pligte. Deur die ontleding van data saamgestel uit onderhoude en vraelyste is daar gevind dat veral die raadslede, en tot ’n kleiner mate ander belangstellendes, voel hulle is nie ten volle toegerus om die verantwoordelikheid van ’n raadslid te dra nie. Hulle voel ook dat hulle nie deel is van belangrike beslissings wat in die skool geneem word nie. Daarom is hulle bereid om tyd te maak om hulle vir die werk van ’n raadslid toe te rus. Ek hou voor dat behalwe vir die gebruik van kapasiteitsbouprogramme moet die individue se stemme gehoor word en moet hulle ’n kans gegun word om saam te praat en ook aan belangrike beslissings deel te neem wat verband hou met die skool en die opvoeding van die leerder. Hulle moet hulle demokratiese burgerregte uitvoer, deelneem aan die ontwikkelinge wat in die skool plaasvind en daardeur sal hulle stemme ook gehoor word.
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Ntho-Ntho, Albertina Maitumeleng. "School principals mediating change : the case of religion in education." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/33001.

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It has been the desire of the ANC government ever since it came to power in 1994 to develop a unity of purpose and spirit that cherishes and celebrates the diverse nature of the South African population in terms of culture, language and religion and to transform existing inequalities that are deep-rooted in South African educational history and religion in particular. In order to satisfy this desire, a whole plethora of legislation and policies was developed. Amongst the developments entailed in these laws and policies were religious rights and freedoms guaranteed to all South Africans as well as the establishment of democratic structures vested with powers to govern schools while school principals manage them. In terms of education legislation, one of the functions of the governing body of a school is to develop and adopt a school policy on religion (as per the study) which is accordingly implemented by the school principal. It is in the policy implementation stage that the school principal is expected to play a mediating role and resolve possible conflicts erupting due to different religious interestThis study is based on the assumption that the management and leadership training they received and the position they hold as school managers and leaders, enabled participating school principals to mediate the implementation of new religion policies. The research question driving this study was “How do school principals deal with implementation of the National Policy on Religion and Education in schools?” Informed by this question the focus of the study was to explore “how principals describe and experience their mediating role in implementing the religion policy within an existing religious context in schools”. Following a qualitative research approach a phenomenological research design was employed in order to understand and describe the meaning of the lived, felt and narrated experiences of school principals. Data were collected by means of narrative interviews where twelve school principals pursuing postgraduate studies with the University of Pretoria and who have been in education for at least ten years, told their religion in education stories. These stories were subsequently transcribed, analysed and interpreted to determine the impact of principals’ past religious experiences and their management training on their implementation of religion policies at their schools. This study found that in dealing with the National Policy on Religion and Policy (2003) implementation in schools, participating principals ignore the policy in preference of maintaining the status quo. When faced with conflicts related to religious interests, they partially sub-contracted into the policy. They did not seem to consider transformative mediation as a possible leadership strategy for conflict resolution in the existing religious context of schools. The study also found that amongst these principals, there were those who displayed a confident attitude, values of openness, generosity and integrity and had used their past religious experiences to transform the quality of conflict interaction in schools. My recommendation in this regard would therefore be threefold. One, Higher Education Institutions should provide appropriate training by introducing suitable courses that will yield adequate knowledge, skills and opportunities for professional attitude, value attainment and determination for continuous learning and development to principals as key change agents. Two, there is a need for these organizations to re-evaluate and re-organise existing courses for better recognition of transformative mediation as a leadership strategy to conflict resolution in schools. The provincial departments of education need to provide appropriate training for prospective principals as part of professional development programmes to address the essential needs pertaining to policy implementation that could create conflict in schools. Training in mediation of conflict would therefore be essential.
Thesis (PhD)--University of Pretoria, 2013.
gm2013
Education Management and Policy Studies
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Hackett, Ursula. "Explaining inter-state variation in aid for children at private religious schools in the United States, up to 2012." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:140dbeed-db56-43d9-bf01-f2293734ac39.

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This American Political Development research explains cross-state variation in aid for children at private religious schools in the United States up to the end of 2012. Using a mixed-methods approach I examine how the institutional orderings of Federalism, Constitution, Church and Party affect policymaker decisions to instigate and sustain programmes of aid. By ‘aid’ I mean education vouchers and tax credits, transportation, textbook loans, equipment, nursing and food services, and tax exemptions for private religious school property. I conduct Fuzzy-Set Qualitative Comparative Analysis across all fifty states, supported by interview and archival research in six case-study states – California, Florida, Illinois, Louisiana, New York and Utah – and by statistical treatment of the constitutional amendments known as ‘No-Aid Provisions’. All of the aid policies examined here are ‘submerged’ in Mettler’s terms, in that they help private organizations to take on state functions, re-frame such functions in terms of the marketplace, and are poorly understood by the public. In this thesis I extend Mettler’s conception of submergedness to explain when institutions matter, which institutions matter, and why they matter for religious school student aid. State decentralization is necessary for high levels of aid and a high proportion of Catholics is sufficient for high levels of aid. Republican control of the state offices is a necessary condition for the passage of tax credit or voucher scholarships but not for other types of aid. No-Aid Provisions are unrelated to aid. Of the four institutional explanatory conditions, Federalism and Church have the most important effects on aid for children at private religious schools. Party explains some types of aid but not all, and Constitution is surprisingly lacking in explanatory power.
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Books on the topic "Religion policy in schools"

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Robbins, Jan C. Voluntary religious activities in public schools: Policy guidelines. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1987.

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Ontario Public School Trustees' Association. Policy statement on religious education and opening exercises in the public schools of Ontario. Toronto: The Association, 1988.

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Faith, hype, and clarity: Teaching about religion in American schools and colleges. New York: Teachers College Press, 1999.

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author, Aguilar Andrew S., ed. Secular institutions, Islam, and education policy: France and the U.S. in comparative perspective. New York, NY: Palgrave Macmillan, 2016.

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Policy and politics in education: Sponsored grant-maintained schools and religious diversity. Aldershot, Hampshire, England: Ashgate, 2000.

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Alexander, Hanan A. Commitment, character, and citizenship: Religious education in liberal democracy. New York: Routledge, 2012.

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Public policy in a divided society: Schooling, culture, and identity in Northern Ireland. Aldershot, England: Ashgate, 1999.

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Black-Branch, Jonathan L. Comprendre la Charte canadienne des droits et libertés: Guide à l'intention des enseignants et enseignantes et des administrations scolaires. Toronto: Association canadienne d'éducation, 1995.

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Blair, Andrew G. The policy and practice of religious education in publicly-funded elementary and secondary schools in Canada and elsewhere: A search of the literature. [Toronto], Ont: Ministry of Education, 1986.

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Temperman, Jeroen. The Lautsi papers: Multidisciplinary reflections on religious symbols in the public school classroom. Leiden: Martinus Nijhoff Publishers, 2012.

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Book chapters on the topic "Religion policy in schools"

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Mattei, Paola, and Andrew S. Aguilar. "Policies towards Religion in French Public Schools, 1989–2004." In Secular Institutions, Islam and Education Policy, 80–101. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137316080_5.

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Webb, P. Taylor, and Kalervo N. Gulson. "Ambient Fear, Islamic Schools and the Affective Geographies of Race and Religion." In Policy, Geophilosophy and Education, 101–16. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-142-7_7.

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Cattaro, Gerald M., and Bruce S. Cooper. "Developments in Catholic Schools in the USA: Politics, Policy, and Prophesy." In International Handbooks of Religion and Education, 61–83. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5776-2_4.

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Mattei, Paola, and Andrew S. Aguilar. "Cultural and Religious Conflicts in the History of American Schools." In Secular Institutions, Islam and Education Policy, 143–64. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137316080_8.

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Jackson, Robert. "Teaching About Religious Diversity: Policy and Practice From the Council of Europe." In Global Perspectives on Catholic Religious Education in Schools, 497–509. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_40.

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Driesen, Danika, and Abdulkader Tayob. "Negotiating Religious Literacy Between National Policy and Catholic School Ethos in Cape Town, South Africa." In Boundaries of Religious Freedom: Regulating Religion in Diverse Societies, 71–83. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32289-6_5.

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Ugbor, Mary-Chizurum. "A Theological Reflection on the Catholic Policy on Christian Religious Education in Nigeria." In Global Perspectives on Catholic Religious Education in Schools, 219–31. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20925-8_18.

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Green, Elizabeth, and Ray Pennings. "Religion in Schools." In The Wiley Handbook of School Choice, 465–77. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119082361.ch32.

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Powers, Jeanne M. "State Level Policy Action." In Charter Schools, 39–59. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230622111_3.

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Powers, Jeanne M. "How Policy Contexts Shape Implementation." In Charter Schools, 111–58. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230622111_5.

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Conference papers on the topic "Religion policy in schools"

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Suprapto, Suprapto, and Muammar Kadafi. "Evaluation of the Policy Implementation for Religious Education Teachers in Schools." In 2nd International Conference on Religion and Education, INCRE 2020, 11-12 November 2020, Jakarta, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.11-11-2020.2308280.

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Cretu, Vasile. "THE STUDY OF RELIGION IN PUBLIC SCHOOLS OF ROMANIA." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1734.

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Nadirova, Gulna. "STATE POLICY IN THE FIELD OF RELIGION: KAZAKHSTAN 2017." In 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/12/s01.027.

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Yongkang, Wang. "Temple Reform and Economic Policy of Religion in Republic of China." In 2017 7th International Conference on Social Network, Communication and Education (SNCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/snce-17.2017.165.

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Mayya, Mayya, and Udin S. Sa'ud. "Key Factors on Implementing Inclusion Policy in Schools." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.25.

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Taufika, Ryan, and Muhammad Halimi. "Implementation of Educational Policy at the Implementation of the Full Day School in Growing the Religious Character." In 2nd Annual Civic Education Conference (ACEC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200320.054.

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Lorenz, Birgy, Kaido Kikkas, and Mart Laanpere. "Bottom-up development of e-safety policy for Estonian schools." In the 5th International Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2072069.2072125.

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Saimroh, Saimroh, Mulyana Mulyana, Abdul Basid, Sumarsih Anwar, Juju Saepudin, Neneng Habibah, Nursalamah Siagian, Ibnu Salman, and Nur Alia. "Public Satisfaction Index of Religious Education Services in Schools in West Java." In Proceedings of the First International Conference on Religion and Education 2019, INCRE, October 8 – 10, 2019, Bintaro, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.8-10-2019.2294529.

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Sholikhah, Ebni, Sarah Indah Safitri, and Arif Rohman. "Policy Strategies for Reducing Drop Out Rate in Senior High Schools." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.017.

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Laurens, Samson. "Implementation of Village Fund Allocation Policy Reviewed from the Bureaucrats' Discretion in West Seram District Western Seram Regency." In Proceedings of the International Conference on Religion and Public Civilization (ICRPC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icrpc-18.2019.12.

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Reports on the topic "Religion policy in schools"

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Combs, J. C. Freedom of Religion and Conscience in the Military: Clarifying Policy. Fort Belvoir, VA: Defense Technical Information Center, April 2013. http://dx.doi.org/10.21236/ada592763.

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Spillane, Jim. Standards Deviation: How Schools Misunderstand Education Policy. Consortium for Policy Research in Education, June 2005. http://dx.doi.org/10.12698/cpre.2005.rb43.

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Hanushek, Eric, and Kuzey Yilmaz. Schools and Location: Tiebout, Alonso, and Government Policy. Cambridge, MA: National Bureau of Economic Research, March 2007. http://dx.doi.org/10.3386/w12960.

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Shaw, Jonathan E. The Role of Religion in National Security Policy Since September 11, 2001(Carlisle Paper). Fort Belvoir, VA: Defense Technical Information Center, February 2011. http://dx.doi.org/10.21236/ada537011.

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Suleman, Naumana. Experiences of Intersecting Inequalities for Christian Women and Girls in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.013.

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In Pakistan, where gender-based discrimination is already rampant, women and girls belonging to religious minority or belief communities face multiple and intersecting forms of discrimination over and above those faced by an average Pakistani woman and girl. This policy briefing shares findings from a study on the situation of socioeconomically excluded Christian women and girls in Pakistan. During the research, they discussed their experiences of different forms of discrimination, which predominantly took place within their workplace (largely sanitary, domestic and factory work) and educational institutes, particularly in government schools. They described being restricted in their mobility by their families and communities who are fearful of the threats of forced conversion, and both poor and affluent women relayed experiences of harassment at healthcare and education facilities once their religious identity is revealed.
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Steele, Michael. Learning About New Demands in Schools: Considering Algebra Policy Environments (LANDSCAPE). Consortium for Policy Research in Education, April 2016. http://dx.doi.org/10.12698/cpre.rr86.

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Van Oudenaren, John. Understanding Soviet Foreign Policy. The Tradition of Change in Soviet Foreign Policy. Two Schools of Soviet Diplomacy. Fort Belvoir, VA: Defense Technical Information Center, April 1990. http://dx.doi.org/10.21236/ada271580.

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Reynolds, Charles E. The Significance of Religion as an Essential Component of the Military's Cultural Framework Strategy and Policy. Fort Belvoir, VA: Defense Technical Information Center, May 2010. http://dx.doi.org/10.21236/ada561213.

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Asakura, Naomi. Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2516.

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Leffler, James. Policy into Practice: A Study of Legislative Impact on Administrative Practice in Washington Schools. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1186.

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