Coda: Beyond Critical Citizenship Education
CITATION: Waghid, Y. 2015. Coda: Beyond Critical Citizenship Education, in E. Costandius & E. Bitzer. Engaging Higher Education Curricula: A critical citizenship education perspective. Stellenbosch: SUN MeDIA. 123-129. doi:10.18820/9781920689698/07.
The original publication is available from AFRICAN SUN MeDIA, Stellenbosch: South Africa.
Chapters in Books
Undoubtedly, this volume offers a cogent and coherent account of citizenship education commensurate with critical curriculum inquiry at universities. Using social transformation in South Africa as a backdrop, Costandius and Bitzer posit that university education ought to be framed according to theories and practices of critical citizenship education that can hopefully engender more inclusive pedagogical practices, in reference to teaching, learning, policy changes and research. Their understanding of critical citizenship education, as aptly articulated in the first chapter, is couched within the parameters of a transformative pedagogy that accentuates the importance of critical reflection, imagination, human co-existence in the face of diversity and the cultivation of social justice. Moreover, in Chapter 2, by drawing on the seminal thoughts of an illustrious scholar of critical pedagogy, Henry Giroux, they contend that the domination, exclusion and marginalisation of students in and through university curricula should be counteracted, and that appropriate epistemological, conceptual, structural, narratival and paradigmatic changes should be enacted so that higher education discourses might be attenuated more towards spaces of democratic action.