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RSE4801CONTIGENCY ASSIGNMENT
STUDENT NO:
, Contingency assignment
RSE4801
Question 1
The establishment of a constitutional democracy in South Africa has an effect on various aspects of
education such as management, pedagogy and curriculum. Choose any of these aspects of education
and conceptualise a research project in which democratic values and skills are investigated in
education. Include in your response a discussion of the context of the problem, a problem
statement, research question, research type and appropriate research methods.
E. Mutekwe, M. Sedib
1077
1. Introduction
The rationale for South Africa’s adoption of the LiEP was to empower
learners and educators to have a choice of the language of education
in schools. The assumption for this was that the learners could enjoy
lessons, dis-cover and learn to rely on their own judgments and everyday
experiences. The paper argues that since education
and democracy are highly correlated across countries, learners need
to be made to see this relationship as a product of democracy and
democratic education.The problem that underlies this study centred around the question of
how public schools in South Africa, charged with delivering democratically inspired citizenship
education, should meet the challenge. Prior to 1994 citizenship education was taught, indirectly, via
History and subjects such as Youth Preparedness, Inkatha Studies, and Right Living. Learners learned
about the nature of government, the electoral process, the national holidays, and the leaders and
historical figures limiting citizenship education during this period to the inculcation of knowledge
and the promotion of an unquestioning acceptance of the status quo .According to an effective
democratic citizenship education programme should not only provide learners with the necessary
knowledge but also with opportunities for the development of desirable traits of public and private
character such as justice, respect for individual worth, fairness, co-operation, persistence, moral
responsibility, empathy for others, caring, civility, respect for law, civic minded ness and honesty.
Generations of South Africans thus passed through school with little exposure to democratic
citizenship education that at the end of study, as John Adams wrote, "is to make a good man and a
useful citizen". As a result, at the time of the first democratic election in 1994, there was widespread
ignorance of the system of government, the political process and other civic issues, an ignorance
which still existing South Africa today. The objectives views on the attributes of a good citizen and
the role of the school in this regard and to report the outcomes of a research project on African
teachers' perceptions on what factors contribute to being a good citizen. The policy makers, public
bodies, curriculum developers, and education administrators involved in the drafting of a blueprint
for education for citizenship in South African public schools, can then use the summary of the
scholars' views and the outcomes of the research project in their planning of citizenship education
programmes that will successfully educate young South Africans for responsible citizenship.
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