Stakeholders promoting religious tolerance in Ehlanzeni public secondary schools, Mpumalanga province

Abstract

The purpose of this study was to investigate the way stakeholders in Ehlanzeni public secondary schools in the Mpumalanga province of South Africa promote religious tolerance. Religious tolerance in this study refers to general attitudes or actions of accepting and enduring religions that are different from one’s own. Although religious intolerance in education is a global issue, there has been a notable increase in cases of intolerance, particularly religious intolerance, and discrimination against religious minorities in South African public schools. Against this backdrop, the study was based on Social Justice Theory to examine the way schools contribute to the eradication of religious intolerance. A qualitative case study design was employed to conduct the study. Data was collected by interviewing eighteen stakeholders from three public secondary schools in the Ehlanzeni education district of Mpumalanga province, South Africa, who were purposefully selected. Stakeholders comprised the SGB chairperson, principal, Life Orientation teachers, and three learners. Data collected from these interviews was analysed using the Qualitative Analysis Guide of Leuven (GUALGOL). The results indicate that, although South Africa is thirty years into democracy, most schools have not changed their approach to religious observances since the promulgation of the National Policy on Religion and Education in 2003. Moreover, learners continue to experience religious intolerance and religious discrimination because schools primarily promote single-faith religious observances, that is, Christianity, which is the religion of the majority, leaving minority religions unable to claim their space in schools. There have also been sporadic incidents of intolerance directed at African Traditional religions, which are often viewed as disrupting the progress of educators and learners. This study recommends fostering an educated citizenry that not only embraces lifelong learning but also includes individuals and groups willing to live and work together in diverse contexts, particularly those characterised by religious diversity.