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Religion not only promotes tolerance among societies with different backgrounds, but also serves to enhance human society. In contrast, however, religion is seen to be the cause of conflict and division around the world. Hence, it is crucial that schools handle the teaching of religion with greater care. This paper aims to share schools' experiences of religion-in-education policy change in South Africa -- whether it unifies or divides them. It concludes that religion in education is neither a divider nor a unifier. Nonetheless, the approach that schools adopt toward the teaching of religion to learners remains a concern.

Inclusive education is a fundamental right of all students. Despite international policy initiatives, educational exclusion is pervasive, especially in the Global South, and disproportionately affects disabled students. Barriers to inclusive education have been itemised in the literature, but in this conceptual paper that offers a novel perspective on the topic, we argue for a complexity approach to understand its evolution. Using a qualitative deductive content analysis of South African laws, policies, reports and scholarly literature, we explore three path dependencies from colonial/apartheid times that lock the country into historical patterns of categorisation and segregated schooling. These operate alongside the emergence of new and inclusive practices by actors at a system-wide and local level, made possible by inputs into the policy ecology. South Africa represents a complex, contradictory educational environment that confounds the expectation of linear progression towards greater inclusivity. Instead of identifying barriers to inclusive education, we argue for a nuanced understanding of the imbrications of historical investments and drivers of inequality, with policy possibilities and the impetus for transformation among system actors. [ABSTRACT FROM AUTHOR]

Destinations have faced boycotts for engaging in behaviour perceived by people to be unacceptable. People observe boycotts as a means to construct an ethical life through their travel purchase decisions. Despite the impacts of boycotts, few studies have been undertaken to understand destination boycotts, particularly the people who participate in boycotts. Framed in ecofeminist theory, this paper presents an analysis of Twitter users who have participated in destination boycott calls focused on China, South Africa, and Spain related to concerns about the welfare of animals. The profiles of 3493 Twitter users who participated in tourism boycott calls were analysed using content analysis. Twitter users' profile descriptors align with the characteristics personified in ecofeminist philosophy. Thus, the findings suggest that ecofeminism can be a useful lens through which to understand activism triggered by values embodied in feminism striving towards justice in a tourism context. The findings indicate that the ecofeminist framework is applicable both as a theoretical and practical lens that aids understanding of the kinship between humans, animals, and the environment. The philosophy inherent in ecofeminism provides a strong argument that it is a political enterprise that seeks to empower human and non-human animals to address and change unacceptable practices/policies. [ABSTRACT FROM AUTHOR]

The mainstream approach of regional integration impact assessments is mainly limited to assessing cross-border development projects/programmes. There is still a lack of critical assessment of how stakeholders at different institutional levels conceptualise the border. Local (municipal) strategic plans provide a reflection of the spatial imaginaries of stakeholders, perception planners, institutional power structures, and, to some extent meaning of the border to the local people. Integrated Development Plans (IDPs) in South Africa were adopted as an important development planning strategy in the post-apartheid era. IDPs of 49 borderland municipalities were systematically reviewed using the Key-Word-in-Context (KWIC) content analysis technique of the keyword 'border' to determine the importance of state borders in light of regional integration. Border security and management is one of the most common themes associated with the border. This suggested that borders were mainly perceived as threats and barely considered as a potential resource for cross-border cooperation or integration. [ABSTRACT FROM AUTHOR]

There are ongoing debates and controversies about whether genderqueer individuals have specific sexual-reproductive healthcare services and needs (SRHSNs). This study intended to identify and explore queer-specific SRHSNs among healthcare providers (HCPs) in Gauteng Province, South Africa. This was an exploratory sequential mixed-methods study, and this article focuses on the qualitative findings of that investigation. Thirty-three HCPs were purposively sampled, and semi-structured one-on-one interviews were used to collect data between September and November 2023. The data were analyzed using thematic content analysis (TCA). The results of this study revealed nine main themes: a crucial need for inclusive healthcare facilities; a need for psychological, counseling, and therapeutic support in sexual and reproductive healthcare; access to sexual-reproductive education and integrating support; suggested reproductive health services for queer sexual wellness; improved accessibility and particular queer reproductive healthcare; optimizing services related to human immunodeficiency virus (HIV), pre-exposure prophylaxis (PrEP) access, and sexually transmitted illness (STI) treatment; genderqueer persons' parenthood aspirations and empowerment; the safe availability of intimacy tools; and navigation transitions. A holistic and inclusive healthcare approach that fits psychological support, comprehensive sexual-reproductive education, and specialized services to accommodate the unique needs of queer individuals should be implemented and made easily accessible. [ABSTRACT FROM AUTHOR]

Textbooks socialise and legitimise cultural norms, and therefore, learners' social worlds should find expression in their textbooks. In the study reported on here we examined how Grade 4 English First Additional Language and life skills textbooks reflected learner diversity in South African schools as manifested in their racial, gender, occupational, ability and geographical profiling in the textbooks. Content analysis was used to systematically identify instances of diversity representation in Grade 4 English First Additional Language and life skills textbooks. Quantitative content analysis accounted for the ubiquity of human characters' reflection in textbooks on the diversity variables in question. Qualitative analysis focused on the depiction of characters' gender roles. Quantitative data suggest that learners' social worlds were generally represented in the selected textbooks. However, males enjoyed greater visibility than females, and the visibility of disabled people was low. The 2 life skills and 1 English textbook portrayed both urban and rural settings. The qualitative analysis uncovered some gender stereotyping, where, for example, women were depicted in lower positions compared to men's high-paying vocations like judges, scientists, or doctors. Boys were depicted receiving prizes for their Matric achievements. Implications for publishers and writers commissioned to write textbooks include the need to consider representation of learner diversity in textbooks. The Department of Education should develop guidelines that promote such representation. [ABSTRACT FROM AUTHOR]