Machine summary:
Designing the Islamic Component of a Proposed World Religion Curriculum for South African State Schools Ray Basson and Zein Cajee 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.
Given curriculum proposals proposed in the new policy documents published by the state, 12 the community, n and such political parties as the African National Congress," there is a feeling that Muslims may well contribute to the curriculum development in ways that do not conflict with the principles underlying the democratic process in education and reflected variously in these documents.
" It also seems, in the present climate of educational reform, that Muslim schools play a role in bridging differences within the Muslim community, The Program: Islam as a Discipline The Islamic component of the proposed world religion curriculum grew out of two initiatives in education that took place after the ANC was unbanned in 1990.
Stated more broadly, the problem here is not unique to this particular curriculum for, as Stenhouse reminds us, it represents the fundamental task of curriculum design to find ways to attain a better "mesh" between learners and what is to be learned in a curriculum," Islam as "Initiating into Activities": Purpose, Content, and Pedagogy The Islamic curriculum can be considered innovative, for it targets both Muslim and non-Muslim students.
In part, the curriculum is a directed experience program in which Islamic concepts, rituals, and principles are organized for students of other faiths to learn about Islam.