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History, Remembrance and Religious Education

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Edited By Stephen G. Parker, Rob Freathy and Leslie J. Francis

How should the Holocaust be taught in schools, and to what end? What role should religious education play in recounting and remembering this human catastrophe? How has the nature and purpose of religious education changed and developed over time? What contribution should religious education make to identity formation, particularly regarding the role of memory, heritage and tradition? The scholarly reflections in this volume, drawing upon historical, theoretical and empirical perspectives, provide insights into past, present and potential future developments in religious and values education in a range of national contexts, including Germany, Israel, Norway, Canada and South Africa. The chapters fall under three headings: fostering a culture of remembrance; historical perspectives on religious education; and history, tradition, memory and identity. Together they form a unique collection of international perspectives upon these interlocking themes.
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15 Traditional Beliefs and Practices in the New South Africa

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In 1994, South Africa broke the shackles of apartheid and held its first democratic election. On 4 February 1997, its new constitution came into force, one of the most progressive in the world. In this new democracy, how important is tradition? Does it still have a place in the new South Africa? This chapter reports on an empirical study that consisted of the application of a questionnaire to a random sample of ninety-five black South Africans in the Johannesburg, Gauteng, area. The results showed that tradition was still a very important part of the lives of the black South Africans who participated in the study. In fact, it was something they had internalized since birth and it had remained part of their definition of self.

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