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Citizenship education for Africans in South Africa (1948 - 1994): a critical discourse.

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dc.contributor.author Seroto, Johannes
dc.date.accessioned 2012-07-19T09:36:27Z
dc.date.available 2012-07-19T09:36:27Z
dc.date.issued 2012
dc.identifier.citation Seroto, J. 2012. Citizenship education for Africans in South Africa (1948 - 1994): a critical discourse. Yesterday & today, 7:63-84, Jul. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126] en_US
dc.identifier.issn 2223-0386
dc.identifier.uri http://hdl.handle.net/10394/6852
dc.description.abstract The paper presents a critical discussion of the provision of citizenship education for Africans in South Africa during the period 1948-1994. A conceptual analysis of Johnson and Morris’ critical citizenship framework and its four dimensions, namely, ideology, the collective, self and praxis, is presented. Utilising this framework, the author examines the goals and aims of the former National Party government in their project to provide citizenship education through history, social science and civics teaching in schools for African students. The study suggests that the goal of the state in promoting citizenship education during the former political dispensation as seen through the four dimensions did not create space for critical thinking and dialogue, crucial elements for critical citizenship education. Recommendations with regard to the form and content of citizenship education in future are made. en_US
dc.language.iso en en_US
dc.publisher The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University en_US
dc.subject Citizenship en_US
dc.subject Citizenship education en_US
dc.subject Critical citizenship education en_US
dc.subject Critical thinking en_US
dc.subject Curriculum en_US
dc.title Citizenship education for Africans in South Africa (1948 - 1994): a critical discourse. en_US
dc.type Article en_US


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