Democracy, Civic Life and Learning for Citizenship in Lesotho

Autor/in	Ngozwana, Nomazulu
Titel	Democracy, Civic Life and Learning for Citizenship in Lesotho
Quelle	In: International Journal of Lifelong Education, 40 (2021) 1, S.23-36 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2020.1868588
Schlagwörter	Democracy; Citizenship Education; Adult Education; Informal Education; Nonformal Education; Socialization; Family Environment; Indigenous Knowledge; Community Leaders; Postcolonialism; African Culture; Social Values; Experiential Learning; Information Sources; Nongovernmental Organizations; Rural Urban Differences; Meetings; Foreign Countries; Lesotho + Suchen Sie Ihr Suchwort? Demokratie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Informelle Bildung; Nichtformale Bildung; Non-formal education; Non formal education; Socialisation; Sozialisation; Familienmilieu; Community leadership; Gemeindeleitung; Post colonialism; Postkolonialismus; Africa; Culture; Afrika; Kultur; Sozialer Wert; Experiental learning; Erfahrungsorientiertes Lernen; Information source; Informationsquelle; Stadt-Land-Beziehung; Meeting; Tagung; Ausland
Abstract	The purpose of this paper is to describe how and where Lesotho citizens have learned about democracy, their civic life and citizenship. The paper draws from a larger PhD study that was conducted in 2013 that focused on how Basotho people understand the concepts of citizenship and democracy with implications for civic education in Lesotho. This paper provides data in respect of the questions: How have ordinary citizens, civic educators and community leaders learned about the concepts of democracy and citizenship in Lesotho? Where have they learnt about these concepts? It briefly introduces Lesotho's political context and reviews literature on traditional civic education for formerly colonised countries like Lesotho. This is followed by an explanation of African indigenous knowledge and learning through the concepts of Ubuntu/Botho, before detailing the adult learning theories that are applicable and relevant to the findings. The methodology section is followed by the findings, discussions, and a concluding section, which recommended that civic education programmes should be tailored to meet the needs of different social groups in Lesotho, taking their context into consideration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01