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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. ; http://journals.ufs.ac.za/index.php/pie ; am2021 ; Education Management and Policy Studies

Contradictions and contestations with regard to the implementation of religion policies have become a worldwide phenomenon. Research suggest 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 transformation while implementing the National Policy on Religion and Education of 2003 in some 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, the majority of the school principals displayed the qualities of a transformative mediator by transforming conflicting religious interests of stakeholder groupings in their schools. 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.

Implementation of religion policy in schools has provoked contradictions and contestations in South Africa and across the globe. Reports on costly and protracted court cases and legislative battles between schools and parents as well as between schools and departments of education over religion in schools have been increasing at an alarming rate. In this article, I highlight some of the school management issues involved in the implementation of religion-in-education policy in some selected South African schools. Based on mediation theory, the study used individual interviews to gather data from 12 school principals, who were purposively selected regarding their experiences on the implementation of the religion-in-education policy in their schools. The study revealed that, despite the challenges raised by the implementation of the religion-in-education policy, the majority of the participating 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. Additionally, the teaching should focus on transformative mediation as a strategy that school principals can use to solve problems and handle disputes in schools. This is important because transformative mediation has potential benefits to the field of education.Keywords: conflict resolution; mediation; policy implementation; religion in education; religious diversity; schools as legal persons

Implementation of religion policy in schools has provoked contradictions and contestations in South Africa and across the globe. Reports on costly and protracted court cases and legislative battles between schools and parents as well as between schools and departments of education over religion in schools have been increasing at an alarming rate. In this article, I highlight some of the school management issues involved in the implementation of religion-in-education policy in some selected South African schools. Based on mediation theory, the study used individual interviews to gather data from 12 school principals, who were purposively selected regarding their experiences on the implementation of the religion-ineducation policy in their schools. The study revealed that, despite the challenges raised by the implementation of the religion-in-education policy, the majority of the participating 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. Additionally, the teaching should focus on transformative mediation as a strategy that school principals can use to solve problems and handle disputes in schools. This is important because transformative mediation has potential benefits to the field of education. ; http://www.sajournalofeducation.co.za ; am2019 ; Education Management and Policy Studies

Children's right to freely express their opinion in education is very rare, and it is critical for schools to realise it. Although at times they are consulted about their difficulties, children are seldom asked to participate in the development of programmes that affect their lives. The aim of this conceptual article is therefore twofold: (1) to explore the extent to which schools recognise children as rights holders and protect their right to freedom of expression in educational matters, and (2) to determine the implications of the previous findings in children's right to freedom of expression in their education. Literature on children's participation in education was reviewed. Legislations and policies on the right to freedom of expression were also analysed. The study revealed that regardless of their legitimate position in education and positive outcomes from engaging children as stakeholders in education, schools resist change. A significant finding of the study was that learners' engagement in school affairs deepens democracy, and hence school improvement. Hart's 'Ladder of Participation' on involvement of children in school matters is therefore recommended. ; The Department of Research and Innovation through Postdoctoral Research Fellowship Programme at the University of Pretoria. ; http://www.sajce.co.za/index.php/sajce ; am2018 ; Education Management and Policy Studies