Current realities and future agendas for critical citizenship education
CITATION: Costandius, E. & Bitzwer, E. 2015.Current realities and future agendas for critical citizenship education, in E. Costandius & E. Bitzer. Engaging Higher Education Curricula: A critical citizenship education perspective. Stellenbosch: SUN MeDIA. 107-121. doi:10.18820/9781920689698/06.
The original publication is available from AFRICAN SUN MeDIA, Stellenbosch: South Africa.
Chapters in Books
INTRODUCTION: What have been established up to this point? Chapter 1 highlighted three main issues that involve university curricula and critical citizenship education, namely elements of the debate on international curriculum challenges, the debate on national (South African) curriculum challenges as well as challenges linked to curricula engaging “outside” communities. Within the international curriculum arena, four pertinent challenges seem immanent: firstly, an apparent lack of common terminology, language and focus to conduct a proper curriculum discourse; secondly, a lack of curriculum leadership at all levels, including levels of leadership at universities; thirdly, a perceived lack of interest and seriousness in curriculum inquiry; and fourthly, a lack in debate that involve underpinning values that higher education curricula need to promote, particularly in evolving democracies such as South Africa.