The curriculum and citizenship education in the context of inequality: Seeking a praxis of hope

Authors

  • Carol Anne Spreen University of Virginia, United States of America
  • Salim Vally University of Johannesburg

DOI:

https://doi.org/10.38140/pie.v30i4.1785

Keywords:

citizenship education, South Africa, social justice, rights, inequality, political mobilisation, identity, civic praxis, critical pedagogy, ethics, hope

Abstract

In South Africa, more than most countries, the meaning of citizenship and related rights has faced severe contestation centred on categories such as race, class and nation. Close to two decades after the first democratic elections, notions of citizenship in South Africa represent a complex dynamic involving a combination of one or another of these social constructs, as they relate at different times to changing social, political and economic imperatives. In this article we explain that analyses of citizenship education in South Africa have traversed different phases over the last two decades and discuss some of the research on how ideas and values around citizenship are translated into classroom practice. We then examine notions about citizenship and social justice in the shadow of the xenophobic or Afrophobic attacks of 2008/2009 and in the light of the present rise in racial tensions within and across communities in South Africa. Our conclusion highlights the paradox that, despite the normative framework of the Constitution, policies and the curriculum, structural inequalities in society will continue to thwart attempts at social cohesion.

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Published

2012-12-14

How to Cite

Spreen, C. A., & Vally, S. (2012). The curriculum and citizenship education in the context of inequality: Seeking a praxis of hope. Perspectives in Education, 30(4), 88–97. https://doi.org/10.38140/pie.v30i4.1785

Issue

Section

Research articles