Civic Education in Lesotho: Implications for Teaching of Democratic Citizenship

Autor/in	Ngozwana, Nomazulu Alice
Titel	Civic Education in Lesotho: Implications for Teaching of Democratic Citizenship
Quelle	In: International Journal of Lifelong Education, 36 (2017) 5, S.526-540 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2017.1304460
Schlagwörter	Foreign Countries; Citizenship Education; Democracy; Civil Rights; Freedom; Responsibility; Nonformal Education; Informal Education; Instructional Materials; Adult Education; Rural Education; Urban Education; Citizen Participation; Lesotho + Suchen Sie Ihr Suchwort? Ausland; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Demokratie; Bürgerrechte; Grundrechte; Zivilrecht; Freiheit; Verantwortungsübernahme; Zuständigkeit; Non-formal education; Non formal education; Nichtformale Bildung; Informelle Bildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Ländliche Erwachsenenbildung; Stadtteilbezogenes Lernen; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung
Abstract	This paper investigates the extent to which civic education is achieving its goals of teaching democracy and producing responsible democratic citizenship in Lesotho. This is done by analysing the conceptions of civic education, democracy, public participation, human rights, freedoms and responsibilities that appear in Lesotho's documents that are used to teach people about democracy through formal, non-formal and informal education. I therefore argue that in the current Lesotho's political history, these conceptions do not provide enough conditions for the cultivation of active democratic citizenship. Instead the materials dwell too much on teaching citizens about the systems and structures of government, preoccupied with inconsistent definitions and characteristics of democracy and with informing citizens of the importance of knowing how to vote and abide by the laws of the country; without showing how democracy should operate in a democratic country. The findings reveal that civic education for adults in Lesotho is offered informally, through the civil society organisations and politicians that are largely based in urban parts of Lesotho. This suggest that civic education should be tailored for the rural and urban citizens in a context of democratic transition in a country that still embraces strong traditional ties to communitarian living. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01