Religion Education and Critical Education: The Case of Barnato Park High School in South Africa
Abstract
This paper uses a case of a South African public school, Barnato Park High, to reflect on if there is a space for religion education and, more specifically, a critical pedagogical approach in teaching the subject at a school that promotes a Christian ethos. I will first define the concept of critical education and religion education in South Africa, and then move onto providing a brief historical background of the school. The paper will reveal that with the school promoting a Christian character, it may be challenging for it to create an open and inclusive educational environment that exposes learners to religious diversity in South Africa and the world.
References
- Barnato Park High School. (n.d.). In Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Barnato_Park_High_School
- CAMINA. (n.d.). What do we mean by “Critical Education”? Retrieved from http://caminaproject.weebly.com/what-do-we-mean-by-critical-education.html
- Griffins, S. R., Brown, M., & Warren, N. M. (2012). Critical Education in High Schools: The Promise and Challenges of Intergroup Dialogue. Equity and Excellence in Education, 45(1), 159–180.
- Portelli, J. P. (1994). The Challenges of Teaching for Critical Thinking. McGill Journal of Education, 29(2), 137–152.
- Republic of South Africa. Department of Education. (2003). National Policy on Religion and Education. Pretoria: Department of Education.
Published
2018-09-30
How to Cite
Choshi, T.
(2018).
Religion Education and Critical Education: The Case of Barnato Park High School in South Africa.
Changing Societies & Personalities, 2(3), 271-274.
doi:10.15826/csp.2018.2.3.044
Section
Conference Paper
