PiE 2012 Volume 30 Issue 4

Permanent URI for this collection

http://hdl.handle.net/11660/3211

Browse

Browsing PiE 2012 Volume 30 Issue 4 by Subject "Citizenship"

Now showing 1 - 3 of 3
  • Thumbnail Image
    ItemOpen Access
    The potential of critical feminist citizenship frameworks for citizenship and social justice in higher education
    (Faculty of Education, University of the Free State, 2012-12) Bozalek, Vivienne; Carolissen, Ronelle
    There is a paucity of South African literature that uses feminist critical approaches as a conceptual tool to examine intersections of social justice and citizenship. This article aims to address this gap by examining the potential of critical feminist approaches to transform conceptions of citizenship in higher education. It outlines how traditional normative frameworks of citizenship can be contested by drawing on feminist approaches. More specifically, the article focuses on feminist contributions regarding ontological constructions of human beings as citizens, the public-private binary, the politics of needs interpretation, participatory parity and belonging, illuminating these concepts with illustrative examples from the higher education context. The article concludes by suggesting recommendations based on the identified feminist conceptions.
  • Thumbnail Image
    ItemOpen Access
    Re-imagining democratic citizenship education: towards a culture of compassionate responsibility
    (Faculty of Education, University of the Free State, 2012-12) Davids, Nuraan; Waghid, Yusef
    Benhabib (2002:134) maintains that, in order for individuals to become democratic citizens they need to be exposed to at least three inter-related elements: collective identity, privileges of membership, and social rights and benefits. Through exposure to these three inter-related items it is hoped that, by means of the teaching and learning of cultural, linguistic and religious commonalities and differences, a participatory climate of deliberation will emerge in which, ultimately, the rights of all people are recognised and respected (Waghid, 2010:198-199). After a decade of implementing liberal conceptions of democratic citizenship education in public schools in South Africa, questions need to be asked about its credibility and success. We commence this article by analysing the Department of Basic Education’s (DoBE, 2011) recently produced Building a culture of responsibility and humanity in our schools: A guide for teachers – a practical guide for teachers that can hopefully engender democratic citizenship education in public schools. Thereafter, in reference to a post-graduate teacher training programme at a South African university, we argue for a renewed and enhanced version of democratic citizenship education.
  • Thumbnail Image
    ItemOpen Access
    Understanding and action: thinking with Arendt about democratic education
    (Faculty of Education, University of the Free State, 2012-12) Lange, Lis
    Taking as its point of departure Ahier’s location of the problem of citizenship in the context of the changes that globalisation and neo-liberalism have brought about in higher education, this article focuses on the conceptual preconditions that need to underpin the idea of ‘teaching’ citizenship through the university curriculum. The article takes the republican notion of citizenship and Hannah Arendt’s contribution to thinking politics, citizenship and education to propose a political pedagogy that can help foster a citizenship identity that counters the individualist identities provided by the insidious influence of the market in higher education.