Voice and Participation of ‘Student Cabinet’ in School Activities through the Development of ‘Teamwork’: A Case Study of a Government Secondary School in Bangladesh

Students’ voice and participation in teaching -learning practices in the classrooms and in schools are central in promoting Democratic Citizenship Education (DCE). Aiming to increase the practices of democratic values through education, in 2015 the government of Bangladesh enacted ‘student cabinet’ in secondary schools in Bangladesh. Through the development of a qualitative case study with an action research component, this study explores how the engagement of ‘student cabinet’ in school activities could be established through the development of ‘teamwork’. Data were collected from the head teacher, two classroom teachers, two group of students and the members of ‘student cabinet’ using semi-structured interviews, focus group discussions and field notes. Findings suggest that while the ‘student cabinet’ was not effectively functioning in the school, involvement of its members, the teachers and the head teacher in planning and implementing the activities of the ‘student cabinet’ through collaborative action research influenced positive changes. ‘Strategy of working as a team rather than individuals’ showed potentials for improving the engagement of ‘student cabinet’ in the school activities and developing sense of connectedness with the school community. Findings have implications in promoting DCE through student representative bodies in schools in Bangladesh and other contexts. Social Science Review, Vol. 37(2), Dec 2020 Page 183-199

Reconceptualisation of Democratic Citizenship Education Against Social Inequalities and Electoral Violence in Zimbabwe

This article analyses the implications of a reconceptualised democratic citizenship education on universities in Africa with special emphasis on Zimbabwe. This is a qualitative research where data has been gathered through interviews and observation. Democratic citizenship education theory is used as a theory speaking to the argument. The arguments proffered in the research are that the concepts of DCE, education, and democracy that are rooted in liberal ideas of education have the potential to develop critical thinking necessary for political participation, justice, and political tolerance. The findings are that an African university education can teach students to become human with others, meaning students are taught to respect and value human dignity as dictated by Ubuntu.

Democratic Citizenship Education and its Practices in Social Studies’ Classrooms at Elementary School Level

The importance of democratic citizenship education in democratic states is beyond dispute. The general purpose of the study is to describe democratic citizenship education and its practices in social studies’ classrooms at elementary school level. The study is qualitative in nature and descriptive phenomenological research design is used for this study. The accessible population of the study is included all the social studies’ teachers of 83 boys’ public sector elementary schools in district Lahore. Purposive sampling is used for the selection of the sample in this study. The sample of the study is included 20 social studies’ teachers of 10 boys’ public sector elementary schools of district Lahore. Two social studies’ teachers, one from primary section (grade 1- 5) and one from elementary section (grade 6- 8) who are teaching social studies’ subjects are selected from 10 boys public sector elementary schools of district Lahore by using purposive sampling technique. Participant observation is adopted as a tool to observe classrooms of social studies teachers through a checklist of objectives. Data is analyzed by using SPSS (statistical package of social sciences) software. On the basis of results it is concluded that majority of the social studies’ teachers are emerging their competencies and need improvement regarding the development of democratic citizenship education at public sector elementary school level.