Education for Democratic Citizenship in Malawian Secondary Schools: Balancing Student Voice and Adult Privilege

Autor/inn/en	Namphande, Peter; Clarke, Linda; Farren, Sean; McCully, Alan
Titel	Education for Democratic Citizenship in Malawian Secondary Schools: Balancing Student Voice and Adult Privilege
Quelle	In: Compare: A Journal of Comparative and International Education, 47 (2017) 5, S.703-721 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2016.1278356
Schlagwörter	Foreign Countries; Democracy; Democratic Values; Citizenship Education; Secondary School Students; Student Participation; Case Studies; Cultural Influences; School Role; School Culture; Educational History; Citizen Participation; Interviews; Teacher Attitudes; Administrator Attitudes; Social Studies; Focus Groups; Documentation; Observation; Malawi + Suchen Sie Ihr Suchwort? Ausland; Demokratie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Sekundarschüler; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Case study; Fallstudie; Case Study; Cultural influence; Kultureinfluss; Schulkultur; Schulleben; History of education; Bildungsgeschichte; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Interviewing; Interviewtechnik; Lehrerverhalten; Gemeinschaftskunde; Dokumentation; Beobachtung
Abstract	In countries that embraced democracy after the fall of communism, education became a particular focus for policy change, particularly within their citizenship programmes. Schools that had been used to inculcate obedience to and unfailing support for authoritarian regimes were now being required to adopt citizenship programmes incorporating democratic values. This paper reports a study in Malawi that explored the school as a location where democratic citizenship is practiced. Using a multiple case study approach in three different kinds of secondary schools to explore students' participation in school affairs, the study found that different forms of participation were being encouraged, with each school apparently socialising students to distinctive kinds of citizenship roles. The paper highlights a conflict between democratic values and traditional roles of schools leading to new and hybrid school cultures. Providing scope for student voice to be heard can lead to tensions and paradoxical practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01