The role of the school in inculcating citizenship values in South Africa: Theoretical and international comparative perspectives

• Published in: South African journal of education Vol. 40; no. Supplement 2; pp. S1 - S11
• Main Authors: Wolhuter, Charl, Janmaat, Jan Germen, van der Walt, Johannes (Hannes) L, Potgieter, Ferdinand J
• Format: Journal Article
• Language: English
• Published: Bloemfontein Sabinet Online 01-12-2020; Education Association of South Africa; Education Association of South Africa (EASA)
• Subjects: Caregivers; Caring; Citizenship; Citizenship Education; citizenship values; Comparative analysis; Comparative Education; Conflict; Constructivism (Learning); Controversial Issues (Course Content); Criminalization; Curricula; Democracy; Democratic Values; Desegregation; Education & Educational Research; Education, Scientific Disciplines; Equal Education; Ethics; Foreign Countries; Global Approach; globalisation; Moral Values; Morality; Parent School Relationship; political reform; post-conflict societies; school as social institution; School Role; Schools; Social aspects; Social Change; Social Justice; South Africa; Teacher education; Teacher Education Programs; Teachers; Teaching Methods; United Kingdom; value systems; Values; South Africa; United Kingdom; post-conflict societies; school as social institution; citizenship values; citizenship education; citizenship; political reform; social justice; value systems; democracy; globalisation
• ISSN: 0256-0100; 2076-3433; 2076-3433
• DOI: 10.15700/saje.v40ns2a1782

In view of the serious moral decay in South African society, this article reports on our research regarding the role of the school in the inculcation of citizenship values (as part of the brief of South African education). We regard a set of citizenship values consonant with a democratic dispensation to be a core component of a moral order essential for South Africa. Using a combination of interpretive-constructivist and comparative approaches, we examine and evaluate the experiences of other post-conflict societies in using education to inculcate citizenship values. We conclude that schools can be successful with respect to the inculcation of citizenship values, provided that the curriculum itself does not discriminate against any group or category of people. Desegregation can only be beneficial in the absence of negative depiction (including criminalisation) or the unequal treatment of any particular societal grouping. Our research suggests that active citizenship education is needed in schools. For this reason, we contend that teacher education has to form an integral part of a moral revival project. Lastly, we highlight the importance of finding democratically agreed-upon ways to continually engage with parents, legal caregivers and other stakeholders and role-players before and during the execution of any such project.