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In this study, secondary school learners perceptions of Responsible Citizenship as taught in the Life Orientation learning area are explored. Citizen Education, which is set out in Learning Outcome Two of the Life Orientation Curriculum, forms the basis of the programme used to conduct this study. An international as well as a national perspective of Responsible Citizenship and the teaching thereof is explicated with special reference being made to the Further Education and Training Band. The availability of learning programmes in South Africa as well as the specific learning programme used to conduct this investigation is discussed. A qualitative research design was adopted and a single case study was undertaken at a secondary school. Participants wrote essays, completed diagnostic tests and participated in a focus group interview. Key concepts were identified, categorised and explicated. As a result, three major themes were conceptualised: Active Participation, Human Rights Philosophies and Orientation to Values. Although the specific programme used did not appear to be suitable for use in all teaching environments it did contribute to the secondary school learners perceptions of Responsible Citizenship as taught in the Life Orientation learning area. / Dr. M.P. van der Merwe

A Thesis submitted to the Wits School of Education, University of the Witwatersrand, Johannesburg, in fulfillment of the requirements for the degree of Doctor of Philosophy Johannesburg, 2016 / This research investigates the citizenship and values education notions at work in the Itorero training scheme for high school leavers (HSLs) in post-genocide Rwanda. It establishes the attitudes of HSLs and trainers towards this scheme. The thesis contributes to the existing literature on citizenship and values education in post-genocide countries, on the use of indigenous programs of citizenship education, and on the contextual framework of citizenship and values education. The methodology guiding this thesis is a mixed-method design; it is both quantitative and qualitative. In terms of conceptual framework, citizenship and values education models are applied to the analysis of the scheme in order to establish a model deemed preferable to competing models. In relation to citizenship education, the thesis engages with the civic republican, liberal, communitarian, cosmopolitan and radical democratic notions, with the main aim of determining the extent to which these notions inspire the Itorero training scheme. With regard to values education, the study engages with character education, care ethics, cognitive moral development approach and values clarification, and attempts to establish the extent to which these values education notions inform the Itorero training for HSLs. The thesis reveals that the Itorero training is committed robustly to the civic republican and communitarian notions of citizenship. While there is nothing inherently wrong with the civic virtues emphasized by these concepts (e.g. self-sacrifice, courage, patriotism, connectedness, and common good concern), I argue that the civic republican/communitarian paradigm, as practiced in post-genocide Rwanda, runs the risk of reducing „good citizenship‟ to blind patriotism, unqualified loyalty and uncritical obedience to the ruling party. It is suggested that the civic republican and communitarian notions be replaced by the „critical-democratic-cosmopolitan‟ notion of citizenship. Concerning values education, the thesis shows that the Itorero training relies heavily on character education. Though this approach allows HSLs to be conversant with values and taboos of the Rwandan culture, I argue that the overreliance on character education raises serious concerns. This is the case, particularly because some studies (e.g. Arthur, 2008; Boyd, 2010; Kohn, 1997; Liu, 2014) have found character education deficient mainly in two ways: first, it is perceived as „indoctrination‟; second, it is not deemed sustainable. It is not clear from the present study how the Itorero training scheme addresses these limitations pertaining to character education. Therefore, there are strong reasons to believe that the Itorero training for HSLs runs the risk of simply being a „bag of virtues approach‟ or a „fix-the-kid approach‟. The thesis recommends engaging with other approaches such as care ethics, cognitive-developmental approach and values clarification. It is also suggested that the distinction between citizenship and character education should be maintained, or rather reintroduced. In short, the thesis suggests a new model for citizenship and values education in post-genocide Rwanda. The thesis demonstrates that, according to HSLs, the quality of trainers, the content, and the training environement constitute best predictors of the success of the Itorero training scheme for HSLs. The thesis indicates, however, that HSLs seem displeased with the quality of trainers, chiefly because of the presence of sexual abuse and harsh forms of corporal punishment on some training sites. Hence, the thesis shows that it is important to recruit experienced, mature and morally blameless trainers. The findings of this study show that, according to trainers, HSLs‟ motivation and prerequisites constitute best predictors of the success of the Itorero training scheme. Yet the thesis demonstrates that there are serious problems affecting both the motivation and prerequisites of HSLs. The motivation is negatively affected by the lack of enforcement mechanisms to make the attendance to Itorero training compulsory. In reference to prerequisites, the study notes that while HSLs have the requisite epistemological tools to grasp Itorero teaching, their parents indoctrinate them with ethnocentric and xenophobic ideas, which affects the assimilation process of the Itorero teaching, particularly with regard to the unity of Rwandans. In order to increase the motivation of HSLs, the study recommends that the certificate issued at the end of Itorero training be part of required documents for HSLs to enroll either in public or private institutions of higher learning in Rwanda. As to HSLs‟ prerequisites, the present study suggests that organizing and reinforcing Itorero for parents at the village level [Umudugudu] be considered as a matter of immediate urgency. / MT2017

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The purpose of this research is to understand the journey of developing “global citizenship” among undergraduates at The University of Hong Kong (the “University”) as influenced by internationalization and globalization. The reality of the global village where modern communications and travel networks have overcome geography to enable people with different cultures, values, and ways of life to share resources and virtual spaces needs to be recognized and addressed. Globalization is a double-edged sword, creating new possibilities as it transforms the fabrics of societies even as it destabilizes common social understandings and practices in ways that impede the advancement and betterment of humanity. Struggling with these possibilities and uncertainties, universities face the challenge of developing “global citizens” capable of bringing positive change and increasing social capital across different levels of society in addition to their traditional academic role. Students are now routinely steered towards “global” experiences such as study abroad, travel, service learning, and participation in the global community locally and internationally. These experiences can facilitate the development of global citizenship helping students become culturally sensitive, interculturally competent, and socially conscious; thus understanding the needs of humanity from different value orientations and perspectives. The University has interpreted and embodied the meaning of “global citizenship” as qualities and abilities that serve and improve humanity, and has attempted to develop students who are interculturally competent in the knowledge, skills and behaviour that contribute positively to societal needs. These interpretations are embedded in policy strategies and implementations, curriculum design and pedagogy, and are supported by activities that contribute to learning and making sense of “global citizenship” among students. Narrative inquiry solicits students’ experiences in “global” endeavours and elucidates the way they understand, embody and perform “global citizenship” as a process of becoming “global citizens.” The stories and their subtexts reveal current culture(s) and “identit(ies)” that are complex systems of social, political and personal nature. Four typologies of students emerged from these findings and analyses – the Achievers, Learners, Explorers, and Builders, which reveal the dispositions and characteristics of students’ attitudes, perspectives, affinities and behaviours in relation to “global citizenship.” As globalization challenges our understanding of our identities that are essentially concerned with who we are as individuals and as social beings, this research challenges the traditional understandings of “citizenship” and suggests that its cultural interpretations and enactments are performed individually and co-created socially. This thesis demonstrates the critical importance of mentorship and purposeful design of experience to most effectively enrich the sel(ves) and to facilitate the likelihood of students becoming integrated beings exemplifying global citizenship, amidst the complexities and controversies surrounding globalization. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

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The constitutional division of powers in Canada assigns no authority to the federal state in the area of education. In spite of this, the Canadian state has used its constitutional authority to act in the national interest to justify substantial activity in public education at all levels. One area of particular interest to the state is the education of Canadian citizens. This thesis examines state policy in citizenship education between 1947 and 1982. It focuses on the Department of the Secretary of State, particularly the Canadian Citizenship Branch, and addresses three questions: 1) What conception of citizenship formed the basis for state policy in citizenship education? 2) How did the state formulate citizenship education policy? and 3) What means did the federal state use to implement citizenship education policy given that education is an area of provincial jurisdiction? Throughout this period the state was preoccupied with questions of national unity and therefore the focus of its policy in citizenship education was the construction and propagation of a national ideal in which all Canadians could find their identity as citizens. The policy was consistent with an elitist conception of citizenship in that it excluded most Canadians from the process of constructing the national identity and relegated citizen participation to largely apolitical voluntary activities. Although the Department of the Secretary of State was rhetorically committed to scientific policy making, the process was driven not by social science research but by attempts to secure and extend bureaucratic territory in relation to both other government departments and voluntary organizations working in the citizenship sector. In the complex interplay among the interested parties the Department was sometimes a leader and sometimes a follower in the policy making process. State citizenship education policy was implemented through official agreements with the provinces as well as more direct means which bypassed provincial authorities. Bilingualism in Education programs are the best example of the former, while training programs for teachers, the production and dissemination of materials, and attempts to use voluntary organizations as surrogates for the state are examples of the latter.

Submitted in compliance with the requirements for the degree of Doctor of Technology in Language Practice, Department of Media, Language and Communication, Durban University of Technology, Durban, South Africa, 2017. / This study is concerned with how citizenship education might be seen to take place in Universities of Technology, which are associated with applied knowledge of a technical nature. Higher education is thought to have a role in the nation’s social, moral and spiritual life in transmitting citizenship and culture in all its variety and in enabling personal development for the benefit of individuals and society as a whole. This study explored whether universities of technology do indeed promote a culture of citizenship in order to serve society, and how, by analysing the discourse of educators and students to see how citizenship education might be constructed. The aim was to identify indicators in participant discourse which might be linked to themes occurring in models of citizenship education. It was hoped that analysing participant discourse might reveal which aspects of citizenship were potentially empowering in terms of fostering individually autonomous yet socially conscious citizens. Within a critical linguistic approach, a mixed methods research design was applied, using questionnaires and semi structured interviews and discourse analysis. The discourse analysis involved a content analysis of written texts, and a critical discourse analysis of the transcribed focus group texts. The results of the questionnaires and semi structured interviews yielded indicators of citizenship based on personal values, values relating to social responsibility, and issues relating to the legislature, as enshrined in the South African Constitution. An analysis of the faculty community engagement texts revealed what kinds of ad hoc measures the university was setting in place to foster informal and therefore implicit citizenship education. The critical analysis of student focus group discourse revealed what aspects of citizenship education students were learning informally, as well as to what extent they felt that they were being empowered as self-actuating yet socially conscious citizens of a multicultural democratic country. This study is thought to be of value, as, at the time of the study, the university involved was engaged in a transition between offering informal and implicit options for citizenship education, such as work integrated learning programmes and community engagement projects, and formally curriculating citizenship education into the syllabus in the form of General Education modules, which was still work-in-progress at the end of the study. / D