Browsing Primary Education by Subject "Citizenship education"
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Ajiboye, J.O. (African Educational Research Network (AERN), http://www.ncsu.edu/aern/links.htm, June NaN, 2009)[more][less]
Abstract: The primary goal of social studies is citizenship education. Social studies as citizenship education seek to provide students with knowledge, skills, and attitudes which will enable them to actively participate as citizens of a democracy. However, the extent to which the subject is achieving this goal since its introduction into the Botswana school curriculum in 1969 has been somewhat questionable. Recent evidence suggests that products of our schools are manifesting some behaviours that are not in tandem with good citizenship. This paper therefore examined the views of some primary school teachers in Botswana on the effectiveness of social studies in promoting citizenship training and self reliance among the learners. This is essentially a survey study. One hundred experienced teachers (with over ten years of teaching primary social studies) were purposively selected for the survey. A questionnaire tagged “Teachers’ perceptions of the effectiveness of social studies in developing appropriate citizenship education” with a reliability coefficient of 0.94 using Cronbach Alpha was used to collect data for the study. Two research questions were addressed in the study. Major findings in the study are: teachers poor rating of social studies as a tool for achieving citizenship training, more emphasis in social studies teaching is placed in theory rather than in practice, existence of few materials on social studies to assist teachers, and that social studies is failing largely to promote self reliance skills in the pupils. The implications of these findings for retooling social studies curriculum to achieve the goals of basic education in Botswana were discussed in the paper. URI: http://hdl.handle.net/10311/974 Files in this item: 1
AJIBOYE_TAS_2009.pdf (1.515Mb) -
Mhlauli, M.B. (IJSRE, http://www.ijsre.com, November NaN, 2011)[more][less]
Abstract: The advent of globalization problematizes and challenges the notion of bounded citizenship as conceptualized and perceived among established democracies and nations of the world. It threatens to undermine the key characteristics of the nation-state such as sovereignty, autonomy and democracy. The major purpose of this study was to explore the social studies teachers’ conceptualizations and experiences on citizenship through the teaching of social studies in primary schools in Botswana. Anchored within post colonial theory, the study was qualitative 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’ conceptualize citizenship in multiple ways. The findings lead to the conclusion that citizenship in Botswana is fluid and not homogeneous as one might have thought given the national aspirations of social harmony, unity and nation building that were adopted at independence in 1966. The study recommends that citizenship be re-imagined in schools in an effort to deconstruct the master narratives that are often western oriented. URI: http://hdl.handle.net/10311/1080 Files in this item: 1
Mhlauli_IJSRE_2011.pdf (2.054Mb)
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