Papers by Maitumeleng Nthontho
Religious Education, Dec 12, 2023
The international journal of learning in Higher Education, 2022
International Journal of Pedagogy, Innovation and New Technologies, Jun 26, 2015
Since 1994, when a new government came into power in South Africa, the country has seen the intro... more Since 1994, when a new government came into power in South Africa, the country has seen the introduction of a vast number of new policies. Indications are that the government assumed a uniform interpretation and implementation of these policies. This article is written to report on the findings of a qualitative study aimed at determining to what extent this assumption was true with regard to a purposively selected sample of school principals' understanding of their role as mediators in the implementation of a religion-in-education policy. The school principals included in the sample were all part-time postgraduate students in Education Management and Leadership at the University of Pretoria and had been in education for at least ten years. Research data, collected through narrative inquiry, indicates that, because they had received no or insufficient training on policy implementation, these principals either ignored the policy and maintained the status quo or, when faced with religious interest conflict, partially subcontracted into the policy. The specific findings of this study are presented in this article.
Journal of Beliefs & Values-studies in Religion & Education, Jan 11, 2021
ABSTRACT Owing to the mixed-bag effects of religion on society, and particularly South Africa’s h... more ABSTRACT Owing to the mixed-bag effects of religion on society, and particularly South Africa’s history with religion as embedded in the oppression of and liberation from apartheid, a recent curricular review has seen the introduction of teaching about religion in the Life Orientation (LO) curriculum. From our standpoint as academics in Religion Education, we question whether the current curricular arrangement is potent enough to carry the mandate of the National Policy on Religion and Education (hereafter referred to as the religion policy) of promoting religious literacy. To answer this question, we subjected the LO curriculum to content analysis, assessing the underlying content and pedagogical assumptions within the frame of scholarship in religious literacy. While doing so, we make critical reference to the religion policy with the aim of reflecting on government’s intentions with RE in schools.
South African Journal of Childhood Education, Apr 28, 2017
Gender and behaviour, Dec 1, 2017
Perspectives in Education, 2020
Contradictions and contestations regarding the implementation of religion policies have become a ... more Contradictions and contestations regarding the implementation of religion policies have become a worldwide phenomenon. Research suggests an increasing number of costly and protracted court and legislative battles between schools and parents over religion in schools. In this article, I aim to highlight some of the conflicting issues that need to transform while implementing the National Policy on Religion and Education of 2003 in selected South African schools. Based on mediation theory, the study used individual interviews to gather data from twelve purposively selected school principals to investigate how they implemented the religion policy in their respective schools. The findings show that despite the implementation challenges of this policy, most of the school principals displayed the qualities of a transformative mediator by transforming conflicting religious interests of stakeholder groupings in their schools from destructive to constructive. I therefore recommend that universities should consider training school principals in the use of transformative mediation as a strategy to transform conflicts in schools as it holds potential benefits for fields such as education.
The Education Systems of Africa, 2020
Debates with regard to the implementation of religion-in-education policy have become a worldwide... more Debates with regard to the implementation of religion-in-education policy have become a worldwide phenomenon. An increasing number of costly and protracted court and legislative battles between schools and parents over religion in schools are being reported. The aim of this chapter is to highlight some of the school management issues surrounding the implementation of religion-in-education policy in some selected South African schools. Based on mediation theory, individual interviews were used to gather data from 12 purposively selected school principals on how they implement the religion-in-education policy in their respective schools. The findings show that despite their legislated position in education, schools remain unconstitutional and ignore such policy. It was also found that when confronted by tensions and dilemmas, principals in this study
Journal for the Study of Religion, 2016
1. IntroductionIn recognising not only the existence of deep-rooted historical inequalities in So... more 1. IntroductionIn recognising not only the existence of deep-rooted historical inequalities in South African education in general and in religion in particular, but also the diverse nature of the South African population in terms of culture, language and religion, the post-1994 government found it necessary to address past inequalities while simultaneously developing a unity of purpose and spirit that cherishes and celebrates diversity. This initiative is well expressed in Section 15(1) of the Constitution (No: 108 of 1996), which states that '[e]veryone has the right to freedom of conscience, religion, thought, belief and opinion'. Section 15 (2), in particular, points out that religious observances may be conducted at State or State-aided institutions, provided that (a) those observances follow rules made by the appropriate public authorities, (b) they are conducted in an equitable manner, and (c) their attendance is free and voluntary (RSA 1996).With regard to education, ...
Journal of Curriculum and Teaching, 2016
The concept of mediation is a process that is frequently used in the labour field and is underdev... more The concept of mediation is a process that is frequently used in the labour field and is underdeveloped in a field such as education. Mediation as a strategy to resolve conflict in an amicable way has gained support in various other fields but seems not to be seen as a mainstream solution to resolving conflict in education. This article reports on a qualitative study whose aim was to explore how the South African school principals deal with religious interest conflicts in their schools. The study employed narrative interviews as a means of data collection. Stories of twelve school principals pursuing postgraduate studies at the University of Pretoria, all of whom had been in education for at least fifteen years at the time of the study, were collected, transcribed, analyzed and interpreted. The study revealed that none of the principals in the study saw mediation as a conducive strategy for conflict resolution, instead; they resisted and ignored the new religion policy. We therefore suggest that for effective implementation of new policies, certain strategies must be popularised within schools. We further recommend possible application of the concept of mediation as a leadership strategy in dealing with conflict in schools.
International Journal of Pedagogy, Innovation and New Technologies, 2015
Since 1994, when a new government came into power in South Africa, the country has seen the intro... more Since 1994, when a new government came into power in South Africa, the country has seen the introduction of a vast number of new policies. Indications are that the government assumed a uniform interpretation and implementation of these policies. This article is written to report on the findings of a qualitative study aimed at determining to what extent this assumption was true with regard to a purposively selected sample of school principals' understanding of their role as mediators in the implementation of a religion-in-education policy. The school principals included in the sample were all part-time postgraduate students in Education Management and Leadership at the University of Pretoria and had been in education for at least ten years. Research data, collected through narrative inquiry, indicates that, because they had received no or insufficient training on policy implementation, these principals either ignored the policy and maintained the status quo or, when faced with religious interest conflict, partially subcontracted into the policy. The specific findings of this study are presented in this article.
British Journal of Religious Education, 2015
Since 1995, the National Department of Education has developed a number of policies to give effec... more Since 1995, the National Department of Education has developed a number of policies to give effect to the proposed transformation outlined in White Paper 1 (Notice 196 of 1995) and in subsequent legislation. A range of Acts and policies were introduced, many of them dealing with how religion should be dealt with in schools and it culminated in the promulgation of the National Policy on Religion and Education (2003). In all these policies the role of the school and, in particular, of the school principal has been foregrounded as important for effective implementation of policies. This article is based on research conducted to determine how school principals dealt with religion and the implementation of the religion and education policy. This study found that school principals often ignore the policy and maintain the status quo. When faced with conflict of religious interests, they partially subcontract into the policy. The study also found that past experiences with religion in education, either as students or educators, had a major impact on how principals perceive the role of religion in schools and how they dealt with it.
The International Journal of Learning in Higher Education
Changing Societies & Personalities
Contradictions and contestations with regard to the implementation of religion-in-education polic... more Contradictions and contestations with regard to the implementation of religion-in-education policy have become a worldwide phenomenon. An increasing number of costly and protracted court and legislative battles between schools and parents over religion in schools has been reported. In this article, I aim to highlight some of the school management issues surrounding the implementation of religion-in-education policy in some selected South African schools. Based on mediation theory, the study uses individual interviews to gather data from twelve purposively selected school principals to investigate how they implemented the religion-ineducation policy in their respective schools. The findings show that despite the implementation challenges of the religion-in-education policy, the majority of the selected school principals displayed the qualities of a transformative mediator. I, therefore, recommend that school leadership programmes for school leaders offer mediation, and transformative mediation in particular, as a leadership and management course. That is, South African universities should consider training school principals on the use of transformative mediation as a strategy they can use to resolve conflicts and handle disputes in schools as it holds potential benefits for fields such as education.
Journal of Beliefs & Values, 2021
ABSTRACT Owing to the mixed-bag effects of religion on society, and particularly South Africa’s h... more ABSTRACT Owing to the mixed-bag effects of religion on society, and particularly South Africa’s history with religion as embedded in the oppression of and liberation from apartheid, a recent curricular review has seen the introduction of teaching about religion in the Life Orientation (LO) curriculum. From our standpoint as academics in Religion Education, we question whether the current curricular arrangement is potent enough to carry the mandate of the National Policy on Religion and Education (hereafter referred to as the religion policy) of promoting religious literacy. To answer this question, we subjected the LO curriculum to content analysis, assessing the underlying content and pedagogical assumptions within the frame of scholarship in religious literacy. While doing so, we make critical reference to the religion policy with the aim of reflecting on government’s intentions with RE in schools.
South African Journal of Childhood Education, Apr 28, 2017
Since 1995, the National Department of Education has developed a number of policies to give effec... more Since 1995, the National Department of Education has developed a number of policies to give effect to the proposed transformation outlined in White Paper 1 (Notice 196 of 1995) and in subsequent legislation. A range of Acts and policies were introduced, many of them dealing with how religion should be dealt with in schools and it culminated in the promulgation of the National Policy on Religion and Education (2003). In all these policies the role of the school and, in particular, of the school principal has been foregrounded as important for effective implementation of policies. This article is based on research conducted to determine how school principals dealt with religion and the implementation of the religion and education policy. This study found that school principals often ignore the policy and maintain the status quo. When faced with conflict of religious interests, they partially sub-contract into the policy. The study also found that past experiences with religion in educ...
Journal of Religious Education
In 2003, when the Department of Education in South Africa promulgated its National Policy on Reli... more In 2003, when the Department of Education in South Africa promulgated its National Policy on Religion and Education, Religion Education was introduced in schools. One of the aims of this policy was for public schools to promote, protect, respect and instil the core values of a democratic society through their processes and practices. The role of the school principal has been to mediate implementation of this policy. Since then, religion in schools has been a complex and contested subject. While acknowledging these contestations, this article focuses on whether or not it is possible for school principals to be accommodative of other religions. More specifically, the argument informing the article is that it is not only possible, but also necessary, in terms of the principals' mandate to mediate policy implementation in schools. In so doing, the article reports on the narratives of the twelve purposefully selected school principals on how they implement the religionin-education policy in their respective schools. The findings show that previous experience and insufficient training play an important role in influencing school principals' decisions towards policy implementation. Recommendations are therefore made.
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Papers by Maitumeleng Nthontho