The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Reconceptualisation of Democratic Citizenship Education Against Social Inequalities and Electoral Violence in Zimbabwe
Abstract
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.
Related Content
|
Jun Sung Hong, Alberto Valido, Luz E. Robinson.
© 2024.
26 pages.
|
|
Adrijana GrmuĊĦa, Jun Sung Hong.
© 2024.
48 pages.
|
|
Justin J. Joseph, N. Alexander Aguado, Christoper W. Purser.
© 2024.
30 pages.
|
|
Sivani Pegadraju, Zidan Kachhi.
© 2024.
26 pages.
|
|
Ramona Sue McNeal, Susan M. Kunkle, Lisa Dotterweich Bryan, Mary Schmeida.
© 2024.
24 pages.
|
|
Angela R. Staton, Tammy Gilligan, Michele Kielty.
© 2024.
22 pages.
|
|
Ranjit Singha, Surjit Singha, Alphonsa Diana Haokip, Shruti Jose, V. Muthu Ruben.
© 2024.
14 pages.
|
|
|