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Title: Citizenship and citizenship education: a critical discourse analysis of the Zimbabwe Presidential Commission Report
Contributor(s): Sigauke, Aaron  (author)
Publication Date: 2011
DOI: 10.1177/1746197910397913
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Abstract: Educational discourse, like other fields, is not neutral. Through policy documents it has ideological functions of transmitting dominant cultures and serving certain sectional interest groups. In Zimbabwe 1998 was characterized by radical political discontent as witnessed by a rise in student activism and the formation of the main political opposition party. It is during this same year that a government appointed commission recommended a citizenship education that would 'mould' young people so that they 'conform' to expectations of the 'adult society'. This article examines possibilities for other underlying ideological motives in the recommendation for citizenship education in the curriculum. It does so through a critical discourse analysis of a chapter on citizenship education in the commission's report. The article concludes that there are possibilities for other underlying motives in the recommendation for a citizenship education regarded as a cure for the perceived anti-social behaviour among young people.
Publication Type: Journal Article
Source of Publication: Education, Citizenship and Social Justice, 6(1), p. 69-86
Publisher: Sage Publications Ltd
Place of Publication: United Kingdom
ISSN: 1746-1979
Field of Research (FOR): 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl Economics, Business and Management)
Socio-Economic Outcome Codes: 930403 School/Institution Policies and Development
940201 Civics and Citizenship
940106 Citizenship and National Identity
930104 Moral and Social Development (incl. Affect)
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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