Books (Education Policy Studies)
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Browsing Books (Education Policy Studies) by Subject "Democracy and education"
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- ItemEducation, democracy and citizenship revisited : pedagogical encounters(SUN MeDIA, 2010) Waghid, YusefPREFACE: This book contains a revised collection of previously published articles spanning a period of five years (2004-2009) during which my seminal thoughts on democratic citizenship education have been developed. I situate myself in relation to these works on democratic citizenship education as well as on (un)pedagogical encounters throughout the major part of my life, to make a case for a communitarian conception of democratic citizenship education. Central to this book is the notion that democratic citizenship education ought to be deliberative, compassionate and friendly in order that teachers and students (learners) may respect one another and take risks in and through their pedagogical encounters. In this way, hopefully, students and teachers may become more critical, explorative and engaging, thus making democratic citizenship education a highly pragmatic experience for the sake of cultivating our civility and humanity.
- ItemTowards the contextualisation of democracy : a critical precursor for citizenship education in universities(HESA, 2019) Davids, N.In response to a controversial article, which sought to draw connections between intelligence and essentialist understandings of race and ethnicity, a university Senate has adopted a motion, geared at off-setting any future research of this nature. The resort to notions and imperatives of citizenship education, as contained in this motion, raises necessary questions about how a university conceives of itself in relation to acting and being democratic. It would appear from the language and content of the motion, that should the motion be implemented, it risks slipping into yet another reductionist approach to citizenship education. In response, this article argues that citizenship education cannot be decontextualized from the space (a university) in which it is expected to function and live. That is, that democratic citizenship education can only be meaningful to the extent that the principles and values are democracy are brought forth through the lived experiences of students, academics, and all others, who occupy this space.