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Engaging curricula through critical citizenship education : a student learning perspective

dc.contributor.authorCostandius, Elmarieen_ZA
dc.contributor.authorBitzer, Elien_ZA
dc.date.accessioned2017-06-01T14:00:18Z
dc.date.available2017-06-01T14:00:18Z
dc.date.issued2015
dc.identifier.citationCostandius, E. & Bitzer, E. 2015. Engaging Curricula Through Critical Citizenship Education: A Student Learning Perspective, in E. Costandius & E. Bitzer. Engaging Higher Education Curricula: A critical citizenship education perspective. Stellenbosch: SUN MeDIA. 55-72. doi:10.18820/9781920689698/04.en_ZA
dc.identifier.isbn978-1-920689-68-1en_ZA
dc.identifier.issn978-1-920689-69-8 (ebook)en_ZA
dc.identifier.otherdoi:10.18820/9781920689698/04
dc.identifier.urihttp://hdl.handle.net/10019.1/101685
dc.descriptionCITATION: Costandius, E. & Bitzer, E. 2015. Engaging Curricula Through Critical Citizenship Education: A Student Learning Perspective, in E. Costandius & E. Bitzer. Engaging Higher Education Curricula: A critical citizenship education perspective. Stellenbosch: SUN MeDIA. 55-72. doi:10.18820/9781920689698/04.en_ZA
dc.descriptionThe original publication is available from AFRICAN SUN MeDIA, Stellenbosch: South Africa.en_ZA
dc.description.abstractINTRODUCTION: In the previous chapters we have shown that numerous curriculum challenges remain in higher education – not only in South Africa, but worldwide. One such challenge is to provide a critical citizenship perspective to curricula that may contribute to educate for more democratic and sustainable environments. We have also drawn on Giroux’s views on critical pedagogy and engaged curricula as a potentially useful lens to relate critical citizenship to critical pedagogy. Lastly, we have pointed out that in South Africa, although important higher education policy initiatives had materialised after 1994, much work remains to promote critical citizenship in higher education curricula. At least four elements of learning seem to inform critical citizenship education in curricula, namely psychosocial, transformational, socio-political and multicultural learning. One may also refer here to theories of learning, but what we do realise, however, is that the forces interacting and wrestling for power in constructing curricula that engage students on the one hand, but also keep such curricula vibrant on the other hand, are numerous, complex and ever-shifting. This we want to allude to in the sections that follow.en_ZA
dc.format.extent18 pagesen_ZA
dc.language.isoen_ZAen_ZA
dc.publisherAFRICAN SUN MeDIAen_ZA
dc.relationEngaging Higher Education Curricula: A critical citizenship education perspectiveen_ZA
dc.relation.haspartHenry Giroux on Critical Pedagogy and Engaged Curricula
dc.relation.haspartAn Example of Critical Citizenship Education in an Arts Curriculum
dc.relation.haspartCoda: Beyond Critical Citizenship Education
dc.relation.haspartCrtitical Citizenship and Higher Education Curricula: Legacies and Prospects
dc.relation.haspartCurrent Realities and Future Agendas for Critical Citizenship Education
dc.relation.haspartCurriculum Challenges in Higher Education
dc.relation.urihttp://hdl.handle.net/10019.1/101688
dc.relation.urihttp://hdl.handle.net/10019.1/101686
dc.relation.urihttp://hdl.handle.net/10019.1/101691
dc.relation.urihttp://hdl.handle.net/10019.1/101684
dc.relation.urihttp://hdl.handle.net/10019.1/101601
dc.relation.urihttp://hdl.handle.net/10019.1/101687
dc.subjectEducation, Higher -- South Africaen_ZA
dc.subjectMulticultural education -- South Africaen_ZA
dc.subjectEducation, Higher -- Social aspects -- South Africaen_ZA
dc.titleEngaging curricula through critical citizenship education : a student learning perspectiveen_ZA
dc.typeChapters in Booksen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderCostandius & Bitzeren_ZA


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