45 research outputs found
Civic education and civics: where do we draw the line?.
No full textDefining Civic Education and Civics is rather getting problematic especially in Zambia. There are two schools of thought with regard to what constitutes Civic Education and Civics. Experts alike in the field at times are embarrassingly not very clear on the dividing line between the two concepts. This is because of the different schools of thought surrounding the two concepts where people tend to view Civic Education as Civics and the other way round. One tends to agree with what Muleya (2017) and Evans (2009: 410-435)( as cited by Muleya (2015)who have contended that, contemporary conceptions of Citizenship Education or Civic Education reflect a certain level of ambiguity due to various views that have come into play. Therefore, in this article I attempt to discuss the meaning of Civic Education and Civics. What is the dividing line between the two concepts? How should the two concepts be viewed? Once these key questions have been addressed it will be very easy to draw a clear cut line between Civic Education and Civics. That done, I will draw the conclusion by way of stressing the point that Civic Education and Civics can indeed be confusing if the two concepts are viewed from uninformed positions. In this article I am using Civic Education and Citizenship Education interchangeably
The conceptual challenges in the conceptualisation of civic education.
No full textDefining Civic Education is not something that is easy due to several meanings connected with the subject. This is due to the fact that those who have attempted to define Civic Education bring to the fore their own perspectives and orientations thereby making it difficult to have a universal definition (Muleya, 2015: 12). Evans (2009: 410-435) as cited by Muleya (2015) aptly puts it that, contemporary conceptions of Citizenship Education reflect a certain level of ambiguity due to various views that have come into play. Therefore, in this article I attempt to discuss the conceptual challenges or difficulties that scholars of Civic Education find themselves in when they are talking about Civic Education and the characterisation of Civic Education in the community. It is also important to note that in this article I will be using Civic Education, and/or Citizenship Education interchangeably because in most of the literature to do with the subject at hand, these concepts are interchangeably used or applied to mean one and the same thing though this position is still in contention
Re-examining the concept of civic education.
No full textDefining Civic Education is rather problematic
especially to practitioners and researchers of Civic
Education. This is because the concept remains fluid at
every given point. As such it is becoming important that
the concept of Civic Education is clearly re-examined
to understand its true meaning. Muleya (2018:109-
129) notes that, ‘by any stretch of the imagination,
there is need to examine the daily application of the
concept of Civic Education’. In this article, an attempt
is being made to re-examine the concept of Civic
Education or Citizenship Education as viewed by
scholars in literature. Therefore, this article begins
by providing the introduction as way of setting the
tone for the discussion on Civic Education. Further,
the article discusses the definitions of Civic Education
and also explains the evolving debate about Civic
Education as well as a discussion on the re-thinking
of Civic Education. The article ends with a conclusion
Civic education versus citizenship education: where is the point of convergence?.
No full textDefining Civic Education and Citizenship Education is
rather problematic especially to the practitioners and
researchers in the field of Civic Education. Based on
anecdotal evidence, the practitioners and researchers
in the field of Civic Education, tend to view them as
one and at times they apply them interchangeably. It
is important to state note that the two terminologies
are not the same as they carry different meanings.
Admittedly, they can be used interchangeably
depending on the context upon which one wants to use
them, provided the point of convergence is created or
attained. Otherwise, by any stretch of the imagination,
there is need to examine the daily application of
the two concepts and arrive at the correct point of
convergence. In other instances, it would be counterfactual
for one to try and use them under the guise
of implying Civic Education to mean Citizenship
Education or the other way round. No wonder
Muleya (2017b:125-148) argues that contemporary
conceptions and assumptions of Civic Education and
Citizenship Education tends to reflect some level of
ambiguity in the manner the two concepts are taken
or viewed. Therefore, in this article the author wants
to demonstrate that Civic Education and Citizenship
Education though have a point of convergence might
in fact not mean one and the same thing. In this article,
the author distinguishes between Civic Education in
its broadest definition and Citizenship Education in its
implicit position of belonging to a particular discipline
in schools. It is this implicit and broadest position
between the two concepts that tend to create confusions
among the practitioners and researchers in the field on
how they apply them in formal and non formal learning
settings. The author is aware that such a distinction is
not easy to sustain because the two concepts are always
driven by the ideological strands which might not be
addressed in this particular article. What characterises
Civic Education and Citizenship Education is an issue
of particular interest in this article. The distinction
between Civic Education and Citizenship Education
allows the author to show the shifts as well as the points
of convergence between the two concepts. Before
discussing the characteristics of the two concepts, the
author intends to address the definitions associated with
these two concepts. The author noted that in this article,
he intends to clarifications on the similarities and differences
between Civic Education and Citizenship Education. The
reason for this is simply meant to bring out the useful points
of convergence between two concepts
Gistered Muleya, Re-examining the concept of Civic Education
No full textDefining Civic Education is rather problematicespecially to practitioners and researchers of CivicEducation. This is because the concept remains fluid atevery given point. As such it is becoming important thatthe concept of Civic Education is clearly re-examinedto understand its true meaning. Muleya (2018:109-129) notes that, ‘by any stretch of the imagination,there is need to examine the daily application of theconcept of Civic Education’. In this article, an attemptis being made to re-examine the concept of CivicEducation or Citizenship Education as viewed byscholars in literature. Therefore, this article beginsby providing the introduction as way of setting thetone for the discussion on Civic Education. Further,the article discusses the definitions of Civic Educationand also explains the evolving debate about CivicEducation as well as a discussion on the re-thinkingof Civic Education. The article ends with a conclusion
The teaching of civic education in Zambia : an examination of trends in the teaching of civic education in schools
No full textThis study focused on the teaching of Civic Education in Zambia. Specifically, the study examined pedagogical practices in relation to the teaching of Civic Education in schools. It is argued in this study that following right pedagogical practices in the teaching of Civic Education can lead to social change and transformation of society. As such, the purpose of the study was to ascertain therefore the extent to which Civic Education was enhancing or impeding social change and transformation in society. In order to realize the objectives of the study, an exploratory research design was used. The study found out that Civic Education in schools was not modelled on practices that can lead to social change and transformation of society; service learning approaches were rarely promoted in Civic Education lessons; teaching approaches in colleges and the university with respect to Civic Education are greatly lacking; teaching and learning materials in Civic Education were not readily available in schools; teachers of Civic Education were not grounded in the key theoretical and pedagogical perspectives underpinning Civic Education. The study therefore concludes that with correct pedagogical practices and approaches Civic Education can lead to social change and transformation of society.D. Ed. (Socio-Education)Educational Foundation
Civic education in Zambia before and beyond the golden jubilee.
No full textCivic Education, also known as citizenship education, facilitates the development of the knowledge, understanding, social skills, disposition, virtues and values that personally fulfil individuals and render them socially constructive citizens. Globally, it has been revived as part of national school curricula to inculcate social, political, economic, cultural and technological values that enable learners to be integrated within their community and contribute to its development. This chapter reviews trends in civic education at the international level and its evolution and development in Zambia. It underscores the significance of civic education in schools to enhance the country’s transformation
Orphans rights in accessing the educational support in selected public secondary schools in Lusaka, Zambia.
No full textThis study explored Orphans Rights in accessing the
educational support in selected public secondary schools in
Lusaka district. The study was guided by qualitative research
methodology and case study design under pinned by three
objectives namely: (i) describe the awareness of the rights on
Educational support by the orphans and teachers, (ii) explore
challenges faced by orphans’ in accessing education and (iii)
explore strategies that should be put in place in order to allow
them have access to education. .Emergent findings indicated that
very feel learners were knowledgeable about the support system
existing for them as orphans. Some teachers were aware of the
educational support to be given to orphans but they were not
sure if there was a policy in Zambia supporting such rights. The
study revealed that orphans faced a lot of challenges in accessing
education such as lack of sponsorship, Social stigma and
Corruption in sponsorship awards. Among the measure to
ensure that the orphans have access to education included,
increased financial support system, enhancing collaboration
among stakeholders, empowering orphans with diverse skills,
and motivation ventures for well performing orphans. Thus,
there is need for the relevant authority to coordinate
organizations that look into the plight of orphans to come on
board for support
