Democratic Citizenship Education in South Africa

2021 ◽  
pp. 1571-1592
Author(s):  
Nuraan Davids
Keyword(s):  
South Africa ◽  
Educational Policy ◽  
Educational Reform ◽  
Citizenship Education ◽  
Policy Reform ◽  
Democratic Citizenship ◽  
The Other ◽  
Democratic Citizenship Education ◽  
The One

Underscoring the immense educational policy reform which accompanied the emergence of a democratic South Africa is an emphasis of the (re)alignment of rights, justice, and equitable access. It soon became apparent that, although educational reform aligned itself with notions of democratic citizenship education, inadequate attention was being given to, on the one hand, the capacity of teachers, and on the other hand, the willingness of teachers to assume responsibility for their roles as facilitators of citizenship education. The concern of this chapter is to consider the role of “the teacher” in relation to educational policy. Secondly, attention is given to the types of interventions availed to teachers in their roles as the facilitators of democratic citizenship education. The chapter concludes by showing that not only has educational policy reform been remiss of “the teacher,” but it is also this inattention that continues to undermine the democratic agenda within schools and beyond.

Democratic Citizenship Education in South Africa

2019 ◽  
pp. 45-66 ◽  
Author(s):  
Nuraan Davids
Keyword(s):  
South Africa ◽  
Educational Policy ◽  
Educational Reform ◽  
Citizenship Education ◽  
Policy Reform ◽  
Democratic Citizenship ◽  
The Other ◽  
Democratic Citizenship Education ◽  
The One

Underscoring the immense educational policy reform which accompanied the emergence of a democratic South Africa is an emphasis of the (re)alignment of rights, justice, and equitable access. It soon became apparent that, although educational reform aligned itself with notions of democratic citizenship education, inadequate attention was being given to, on the one hand, the capacity of teachers, and on the other hand, the willingness of teachers to assume responsibility for their roles as facilitators of citizenship education. The concern of this chapter is to consider the role of “the teacher” in relation to educational policy. Secondly, attention is given to the types of interventions availed to teachers in their roles as the facilitators of democratic citizenship education. The chapter concludes by showing that not only has educational policy reform been remiss of “the teacher,” but it is also this inattention that continues to undermine the democratic agenda within schools and beyond.

scholarly journals Transmission and transformation in higher education: Indigenisation, internationalisation and transculturality

2017 ◽  
Vol 2 ◽  
Author(s):  
Kai Horsthemke
Keyword(s):  
Higher Education ◽  
South Africa ◽  
The Other ◽  
Philosophical Perspective ◽  
Transmission Of Knowledge ◽  
The One ◽  
Educational Transmission

There have been various approaches to the transmission and transformation of systems, practices, knowledge and concepts in higher education in recent decades, chief among which are drives towards indigenisation, on the one hand, and towards internationalisation, on the other. After briefly discussing and dispensing with radical versions of these, theories that reject any claim to validity or legitimacy by the rival approach, this article examines more nuanced accounts that deserve appropriately serious consideration. Thus, in the former instance, there is an emphasis on the local that nonetheless acknowledges a debt to the global, whereas conversely the emphasis on the global is seen as compatible with an acknowledgement of diversity, difference and particularity. What is gained and what is lost in these various approaches to educational transmission and transformation? After reflecting, in this regard, on lessons from both Africa and Europe – in particular, on the debates in South Africa around Africanisation and decolonisation, and in Germany around global interdependence – I cautiously endorse the idea of ‘transculturality’ (as contrasted with ‘multiculturality’ and ‘interculturality’) as a promising philosophical perspective on transmission of knowledge and practices, and as conceptualising transformation of higher education. The role of philosophy, in particular, consists in part in counteracting the hegemony of both traditional and homogenising (‘colonising’) authority.

scholarly journals PERAN PENDIDIKAN PANCASILA DALAM MENGENDALIKAN PENGARUH OJEK DARING (ONLINE) TERHADAP KEARIFAN LOKAL

2021 ◽  
Vol 1 (2) ◽  
pp. 79
Author(s):  
Saptaning Ruju Paminto ◽  
Hasbu Naim Syaddad ◽  
Nahknur Wudhi Ainnaiha
Keyword(s):  
Literature Review ◽  
Citizenship Education ◽  
The Other ◽  
Religion And Law ◽  
Approach Method ◽  
Analytical Research ◽  
Data Collection Technique ◽  
The One ◽  
Source Of Information

ABSTRAKPerkembangan teknologi dewasa ini bagaikan kampak bermata dua, di satu sisi teknologi merupakan sumber informasi yang dapat memudahkan dan membantu pekerjaan manusia secara cepat. Namun di sisi lainnya, teknologi dapat mengubah kebiasaan bahkan karakter penggunanya untuk melakukan hal-hal yang bertentangan dengan agama dan hukum, terlebih lagi berpengaruh terhadap kearifan lokal masyarakat Indonesia yang merupakan warisan budaya leluhur. Penelitian ini dilakukan bertujuan untuk menjabarkan pengaruh ojek online terhadap kearifan lokal dan juga untuk mengetahui peran Pendidikan Pancasila dan Kewarganegaraan (PPKn) dalam mengendalikan pengaruh ojek daring (online) terhadap kearifan lokal. Adapun metode pendekatan dalam penelitian ini adalah yuridis normatif dengan spesifikasi penelitian deskriptif analitis. Teknik pengumpulan data dilakukan dengan cara kajian kepustakaan dan wawancara sebagai validasi guna mendapatkan data yang lebih komprehensif. Hasil penelitian ini diketahui bahwa ojek online sangat mempengaruhi kearifan lokal masyarakat yang ditandai dengan timbulnya perbedaan pola pikir antar masyarakat terhadap keberadaannya, sehingga dibutuhkan peran PPKn dalam mengendalikan pengaruh tersebut. ABSTRACTToday the development of technology is like a double-edged axe, on the one hand, technology is a source of information that can facilitate and help humans work quickly. But on the other hand, technology can change the habits and even the character of its users to do things that are contrary to religion and law, moreover, it affects the local wisdom of the Indonesian people which is an ancestral cultural heritage. This research was conducted to describe the effect of online Taxibike on local wisdom and also to determine the role of Pancasila and citizenship education (PPKn) in controlling the influence of online taxi bike on local wisdom. The approach method in this research is normative juridical with descriptive-analytical research specifications. The data collection technique was carried out using literature review and interviews as validation to obtain more comprehensive data. The results of this study show that online taxy bike  greatly affect the local wisdom of the community, which is marked by the emergence of differences in mindsets between communities towards their existence so that the role of PPKn is needed in controlling this influence.

scholarly journals What has Lapland to do with Tshwane? Ethics as the bridge between dogmatics and historical contexts

2015 ◽  
Vol 71 (1) ◽  
Author(s):  
John W. De Gruchy
Keyword(s):  
South Africa ◽  
The Other ◽  
Final Part ◽  
Social Location ◽  
Initial Question ◽  
The One ◽  
Narrative Account

This article explores the question: what does it mean to do theology in South Africa today? It does so in three parts based on a narrative account of the author’s relationship with Johan Heyns from 1972–1990. In the first, the focus is on the reasons for and the significance of the transition of the Dogmatologiese Werkgemeenskap, in which Heyns played an influential role to the Theological Society of South Africa, of which the author was president from 1987–1992. In the second, the author examines the reason for this transition by comparing the role of Beyers Naudé with that of Heyns in doing theology, the one working outside the white enclave of the DRC, and the other from within. He then examines the criticism of Heyns’s theology which was expressed by J.J.F. Durand and which gave rise to the title of the article. In the final part of the article, the author reflects on the narrative in responding to the initial question on doing theology in context today. He highlights the importance of social location, of the willingness to transcend boundaries, and the need to regard the task of dogmatics and ethics as an integrated whole in responding prophetically to historical contexts.

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