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dc.contributor.authorWaal, Een_US
dc.contributor.authorMawdsley, RDen_US
dc.contributor.authorCumming, Joyen_US
dc.description.abstractChanging support, rejection or indifference to religion has shaped the relationship between government and religion in the United States, Australia and South Africa. The place of religion as moulder of national values in education has been determined by judicial interpretation in the United States, by legislature in Australia and by legislation, administration and constitutional interpretation in South Africa. These countries have faced the challenges of whether and how to permit the propagation of religious values into public education. Having a more accommodationist interpretation, Australia has well nigh furthered Christian values at public schools, which would not be allowed under the United States Constitution. South Africa has evolved its own legislative, judicial and administrative approach to addressing religion at schools from a perspective of impartiality, while aspiring to urge learners to achieve higher levels of moral judgment. The three approaches imply fundamental constitutional, political and judicial differences that allow little commonality. The varied legal mechanisms used by the three countries namely reflect differing historical and legal developments.en_US
dc.publisherUniversity of the Free State, Faculty of Lawen_US
dc.publisher.placeSouth Africaen_US
dc.relation.ispartofissueSpecial Issue 1en_US
dc.relation.ispartofjournalJournal for Juridical Scienceen_US
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classifieden_US
dc.subject.fieldofresearchLaw and Legal Studies not elsewhere classifieden_US
dc.titleFurthering national values through religion in public school education: Comparing the United States, Australia and South Africaen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.rights.copyrightSelf-archiving of the author-manuscript version is not yet supported by this journal. Please refer to the journal link for access to the definitive, published version or contact the authors for more information.en_AU
gro.hasfulltextNo Full Text
gro.griffith.authorCumming, Joy J.

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