Democratic Citizenship Education Reimagined: Implications for a Renewed African Philosophy of Higher Education

Autor/in	Waghid, Yusef
Titel	Democratic Citizenship Education Reimagined: Implications for a Renewed African Philosophy of Higher Education
Quelle	In: Ethics and Education, 18 (2023) 3-4, S.265-278 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Waghid, Yusef)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-9642
DOI	10.1080/17449642.2023.2260718
Schlagwörter	Educational Philosophy; Higher Education; African Culture; Foreign Countries; Democracy; Citizenship Education; Teaching Methods; Ethics; College Faculty; College Students; Personal Autonomy + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Africa; Culture; Afrika; Kultur; Ausland; Demokratie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Ethik; Fakultät; Collegestudent; Individuelle Autonomie
Abstract	This contribution involves an analysis of philosophy of higher education in Africa, specifically related to a notion of democratic citizenship education. If one understands what philosophy of higher education constitutes African thought and practice one would get to know how such an understanding of higher education is realised and guides human actions related to the African context. Thus, the main argument of this article involves what philosophy of higher education guides understandings and practices on the African continent pertaining to the cultivation of democratic citizenship education. In this article, the notion of an African philosophy of higher education is rearticulated according to autonomous and deliberative iterations, human co-belonging, and the recognition of pluralist and defensible thought. Based on analyses of (con)textual matters, such a philosophy of higher education summons university teachers and students to resist their predicaments autonomously, iteratively, and co-responsibly -- that is, they are urged to act ethically. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01