Transition and the Education of the New South African Citizen

Abstract

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Schooled for Servitude: The Education of African Children in British Colonies, 1910–1990

“…(Salazar 2013, p. 122) Although colonized by the British and having adopted almost everything that was British (language, religion, sports, politics), African students remained outsiders, even if at times optimistic with regard to the opportunities available through education (Dube 1985;Jansen 1996). Africans who survived British colonial schooling expressed a yearning for a more humanizing education (Hammett and Staeheli 2013). At the same time, they recognize their inability to solve African problems, mainly because colonial education was not designed to make conditions better for Africans.…”

Truth commissions, education, and positive peace: an analysis of truth commission final reports (1980–2015)

“…A number of studies argue for the potential for schools to instill a shared sense of identity (Tawil & Harley 2004), deepen awareness of and respect for human rights (Tibbitts & Fernekes 2010), and teach conflict-resolution and peacebuilding skills (Bickmore 2004). These studies have also established that educational reconstruction demands simultaneous attention to structural and curricular elements, arguing that peace education implemented within unchanged, inequitable structures risks preserving and reproducing conflict legacies, thus undermining transitional justice goals (Bellino 2016;Cremin 2015;Hammett & Staeheli 2013). Yet despite these more complex understandings of education, peace, and conflict interactions, there remains a lack of "sensitivity of reforms and programs to the legacies of past injustices in both the education sector and the public culture of a country" (Ramírez-Barat & Duthie 2017, 11).…”

Understanding the Role of Communication in Promoting Active and Activist Citizenship

“…Tensions within the policy and curriculum materials associated with citizenship education are often evident between contradictory components of nationalism and citizenship, and between competing national and global political imperatives and demands upon citizens (Mitchell, ; Valverde, ). The ways in which these tensions are played out are evident in unsatisfactory negotiations of global neoliberal demands and national demands for redress, reconciliation and rights in the South African curriculum (Hammett and Staeheli, ; Tickly, ; Waghid, ). Such tensions are often exacerbated by disparities between the assumption inherent in and ideals envisaged by the curriculum and the everyday realities and experiences of citizens.…”

“…Central to such tensions are failures to develop coherent policies around and language to talk about race, belonging and identity, the juxtaposition of approaches to growth and development, and the experiences of landscapes of inequality and failures of the government to provide the conditions for and rights of citizenship. These shortcomings contribute to disengagement from the ideals of citizenship embedded in the curriculum, often resulting in efforts to encourage critical, activist citizenship rather than the productive, active citizenship envisioned within the curriculum (Hammett and Staeheli, ).…”