The Paradox of Teaching Citizenship Education in Botswana Primary Schools

Autor/in	Mhlauli, Mavis B.
Titel	The Paradox of Teaching Citizenship Education in Botswana Primary Schools
Quelle	In: European Journal of Educational Research, 1 (2012) 2, S.85-105 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Foreign Countries; Teacher Attitudes; Citizenship Education; Social Studies; Inquiry; Qualitative Research; Grounded Theory; Foreign Policy; Political Attitudes; Time Perspective; Knowledge Level; Elementary School Students; Elementary Schools; Elementary School Teachers; Political Issues; Democratic Values; History; History Instruction; Focus Groups; Observation; Civil Rights; Interviews; Participant Observation; Botswana + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Gemeinschaftskunde; Qualitative Forschung; Außenpolitik; Political attitude; Politische Einstellung; Zeitbezug; Wissensbasis; Elementary school; Grundschule; Volksschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Politischer Faktor; Geschichte; Geschichtsdarstellung; History lessons; Geschichtsunterricht; Beobachtung; Bürgerrechte; Grundrechte; Zivilrecht; Interviewing; Interviewtechnik; Teilnehmende Beobachtung
Abstract	The major purpose of this study was to explore the social studies teachers' perceptions and understandings of citizenship education in primary schools in Botswana. The study adopted a post colonial lens by using the notions of the pedagogy of imperialism and contrapuntal criticism to interrogate the teachers' perceptions of citizenship education. The study was qualitative in nature and employed the naturalistic inquiry paradigm. Qualitative methods were used to collect data. Data were analyzed using grounded theory through the constant comparative technique. The findings of the study revealed that social studies teachers perceived teaching about Botswana as citizenship education. The paradox lies in the teachers' view that knowledge about Botswana's cultures, histories and politics constitutes citizenship education. Therefore, the study recommends that citizenship education be re-imagined to take into account both the local and global trends on citizenship education. Furthermore, teachers have to be cognizant of the politics of mainstream academic knowledge and work towards knowledge construction devoid of imperialist ideologies. (ERIC).
Anmerkungen	Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: editor@eu-jer.com; Web site: http://www.eu-jer.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01