Question 1
1.1 Discuss what is meant by the following:
a. Democracy
Democracy is a form of government that allows people to choose their rulers.
Thus, in a democracy only leaders elected by the public should rule the country,
and people have the freedom to express perspectives and freedom to protest.
b. Patriotism
A person’s sense of identification with or pride for the uniqueness his or her
country. Again, when a person develops devotion and love towards his or her
country incorporates the true spirit of patriotism.
1.2 Discuss the two types of citizenship education and indicate which approach (active or
passive) you think is the best one for learners. Substantiate your answer.
Learning by doing, problem-solving, and actively participating in activities both inside and
outside of the classroom are all examples of active citizenship learning, which is
associated with hard learning. For instance, students explore Hector Pieterson Museum
and Memorial to discuss the Soweto youth day uprising of 16 June 1976. Thus,
knowledge and attitudes must be acquired in order to learn to be an engaged citizen,
hence approaches that include students actively in their own learning must be used.
Passive approaches to citizenship emphasize passive instruction from a formal
curriculum and imply that students are learning by rote rather than using their own
judgment. They are not being educated to be critical thinkers, which will limit their political
literacy. Knowledge is therefore taught not caught.
Active approach is best for learners. This is due the fact that active learning encourages
regular feedback, attention, engagement and discussion, as well as the development of
critical thinking. The approach also has points of connection to other action and impact-
oriented learning opportunities, such as Entrepreneurship Education and Cultural
Education.
1.3 Explain the main aspects of citizenship education in post-apartheid South Africa.
Citizenship education in post-apartheid involves rights and responsibilities in different
contexts and emphasizes the idea of participation in various activities including political
participation in a democracy (Pinnington &Schugurensky, 2009; Butts, 1988). With that
being said, citizenship educations promotes respect for others and recognition of the
equality of all, and strive to combat all forms of discrimination by nurturing a spirit of
tolerance and peace.
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, In addition, the transformation of the education system included the promotion of
fundamental principles of citizenship education which promotes equality, non-sexism,
non-racialism and non-discrimination (Arendse, 2014). A national curriculum was
introduced which promoted the values of non-racism, non-sexism and democracy, also
one which was based on a human rights framework (DoE, 1996). Furthermore, each
subject would therefore include aspects relating to human rights with its aim to instill a
culture of human rights within the curriculum (Roux, 2012).
Question 2
2.1 Explain the main aspects of citizenship education in the United Kingdom.
Citizenship education provides knowledge, skills and understanding that learners need to
be involved in the society as active and responsible citizens. Citizenship in the United
Kingdom focuses on the following aspects: social and moral responsibility, community
involvement, and political literacy.
At the secondary school level, citizenship education is taught in several ways throughout
the United Kingdom: as a cross-curricular theme in Scotland, as a non-statutory subject
in Wales, and as a statutory subject in England and Northern Ireland. Citizenship
education in Northern Ireland has originated from the need to establish a stable basis for
peace. Therefore, England, Wales and Scotland have observed it as a possible solution
the low participation of youth in politics. Again, planning and decision-making processes
are inclusive and participative, including students and the school community.
2.2 Discuss TWO of the main features of the apartheid state in South Africa.
The most crucial tool for teaching and mastering the democratic principles that support
South Africa’s ordered liberty system, which balances majority rule with minority rights
protection, is effective citizenship education. The successful development of citizenship
education in South African public schools requires a framework that enhances the
standard of civic education and, by extension, the standard of democracy.
Furthermore, public schools place a significant premium on citizenship education. Senior
staff members are given clear responsibilities when it comes to citizenship education.
With that being stated, teachers in the classroom, however, are responsible for the
effectiveness of citizenship education. Thus, grade 1 to 12, citizenship education must be
pushed as a primary priority, whether it is taught as part of integrated studies or in distinct
modules.
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