Perceptions of citizenship responsibility amongst Botswana youth

Preece, Julia; Mosweunyane, Dama

doi:10.1080/03768350500044685

Cited by 9 publications

(5 citation statements)

References 26 publications

(40 reference statements)

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“…First, they suggest that generally social studies equips students with citizenship skills. This line of thinking is confirmed by Preece and Mosweunyane (2003) who suggest that one of the main goals of social studies is to stimulate high aspiration, confidence, improved skills and attitudes. Howe andMarshall (1999) andMiller (1993) also demonstrate that the other core principle underpinning citizenship education is active and meaningful social participation.…”

Section: Discussionsupporting

confidence: 57%

Secondary School Teacher’s Perceptions of the Role of Social Studies in Fostering Citizenship Competencies

Boikhutso¹,

Dinama²,

Kgotlaetsile³

2013

Journal of Education and Training Studies

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This study investigated the perceptions of the role of Botswana's social studies teachers at secondary school level in fostering citizenship competencies and skills. Survey questionnaires were used to collect data comprising close and open-ended questions. The total population comprised forty-one respondents purposively sampled from nine junior and senior secondary schools in rural and urban locations. These included thirty four social studies teachers and seven head of departments. Data were analyzed quantitatively using descriptive statistics. The findings revealed that, contrary to expectations the Botswana's social studies curriculum does not promote the acquisition of citizenship skills. There is a disconnection between what social studies teachers think they do and what actually happens on the ground. In fact, the mere teaching of citizenship skills does not automatically translate into equipping learners with the relevant and appropriate competencies. Successful implementation of citizenship education requires political commitment and social studies teachers who are well trained and competent to handle educational reforms.

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Section: Discussionsupporting

confidence: 57%

Secondary School Teacher’s Perceptions of the Role of Social Studies in Fostering Citizenship Competencies

Boikhutso¹,

Dinama²,

Kgotlaetsile³

2013

Journal of Education and Training Studies

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“…This exercise was carried out with the assistance of the village committees, whose members were requested to provide lists of orphaned and vulnerable children in the communities. The nature of these activities reflects similar examples and attitudes to those articulated by, for example, Preece and Mosweunyane (2004). They share Ngozwana's (2014) argument that "a citizen earns a right of citizenship through their participation in society, by attending to duties and responsibilities" (p. 62).…”

Section: Communitarianismsupporting

confidence: 63%

“…This suggests that a sense of responsibility empowers them to bring change to their communities, and is in accordance with Article 27 of the African Charter on Human and People's Rights that states that, "every individual shall have duties towards his family and society, the state and other legally recognised communities and the international community" (Organisation of African Unity, OAU, 1981, p. 8). Preece and Mosweunyane (2004) suggest that responsibility is an attitude that people learn according to the environment in which they live, thus indicating that a person becomes aware of his or her own responsibility in context. In view of the age of the young people in the study it is most likely that there were some responsibilities that they were expected to carry out which they had learned as they were growing up.…”

Section: Citizenship Responsibilitymentioning

confidence: 99%

Youth understanding of citizenship rights and responsibilities in Lesotho: Implications for civic education

Thakaso¹,

Preece²

2018

Journal of Education

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This paper reports on findings from a recent PhD study that explored how young adults in Lesotho understood and applied their citizenship rights and responsibilities. It aims to inform proposed revisions to the 1995 Lesotho National Youth Policy that highlighted concerns that young adults are caught between the tensions of traditional values and their expectations of human rights that are internationally recognised and to which Lesotho is a signatory. The focus in this paper is on exploring the extent to which Basotho youth understood and behaved in relation to communitarian, civic republican, and cosmopolitan style citizenships. It also explores how and where youth learned their citizenship values with a view to recommending curriculum reform in the country's nonformal youth programmes. In this qualitative study youth from three different groups were interviewed and invited to provide and discuss photos of their citizenship activities. Recommendations included the need to develop a broader understanding of cosmopolitan and civic republican civic values and to include in a youth curriculum an opportunity to discuss intergenerational tensions that challenge how youth reconcile their human rights entitlements with traditional community responsibilities.

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“…Nesse sentido, o desenvolvimento de lideranças por meio da introdução de noções e práticas de boa governança e intercâm-bio de conhecimentos entre indivíduos numa faixa etária mais precoce, como a do público de ensino médio, dentro do sistema escolar brasileiro, pode constituir uma estratégia eficaz para a consolidação de uma sociedade civil ativa e funcional (Preece;Mosweunyane, 2004).…”

Section: Liderança E Desenvolvimento De Capacidadesunclassified

Comunicação, cultura e linguagem

Simis¹,

Brunelli²,

Rebechi³

et al. 2014

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Perceptions of citizenship responsibility amongst Botswana youth

Cited by 9 publications

References 26 publications

Secondary School Teacher’s Perceptions of the Role of Social Studies in Fostering Citizenship Competencies

Secondary School Teacher’s Perceptions of the Role of Social Studies in Fostering Citizenship Competencies

Youth understanding of citizenship rights and responsibilities in Lesotho: Implications for civic education

Comunicação, cultura e linguagem

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