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ERIC Number: EJ1180429
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1682-3206
Democratic Citizenship Education: An Opportunity for the Renegotiation of Teacher Identity in South African Schools
Davids, Nuraan
Education as Change, v22 n1 2018
Curricular reform in South African schools, as initially encountered through outcomes based education (OBE), and most recently in CAPS, has been criticised and interrogated, if not for its epistemology, then for its political desirability. While justifiable questions were and continue to be asked about the pedagogical adaptability of teachers to their new roles as facilitators of pre-determined outcomes, the same has not been said, or asked, about the preparedness of teachers to teach democratic citizenship education. It is necessary, therefore, to consider how prepared teachers are to teach and cultivate the principles of democratic citizenship education. Second, what considerations should be given to teacher identity in relation to democratic citizenship education? And third, how might South African teachers begin to take account of their identities and narratives, so that they might be placed to participate in teaching democratic citizenship education? In response, I argue that the contested nature of teacher identities makes possible particular contributions to democratic citizenship and democratic education, which are necessary for teaching democratic citizenship education.
Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A