- Title
- Understandings of citizenship in policy and amongst matric learners in three KwaZulu Natal schools
- Creator
- Van Lelyveld, Lara Diane
- Subject
- Citizenship -- Study and teaching -- Kwazulu-Natal (South Africa) Citizenship -- Social aspects -- Kwazulu-Natal (South Africa)
- Date
- 2013
- Type
- Thesis
- Type
- Masters
- Type
- MA
- Identifier
- vital:2847
- Identifier
- http://hdl.handle.net/10962/d1006116
- Description
- This thesis explores the difference between the vision of citizenship within education policy and the actual experiences and understandings of citizenship by Matric learners. Citizenship as envisioned in policy is shown to differ significantly to citizenship as understood and experienced by the interview participants. The citizenship envisioned in policy presents the goal of an equal and united citizenry whereas interview participants described citizenship as unequal and hierarchical. In particular, the racial hierarchy enforced under Apartheid was found to dominate the learners’ experiences of citizenship. Despite progressive legislation, distribution of opportunities remains heavily weighted in favour of those in high-income environments. Education policies that determine the overall structure of the South African education system were selected for analysis. These are the Constitution, the South African Schools Act and the National Education Policy Act. These policies are analysed and a vision of South African citizenship is described as possessing the following characteristics. A common, equal citizenship in a united and transformed South Africa. A citizenship encouraging and mandating critical engagement, dialogue, openness and transparency. A citizenship founded on quality of life for all and developing the potential of each individual. A citizenship in which both state and citizen are responsible and accountable and operate within the rule of law. A citizenship underpinned by human dignity and freedom and security of the person. A citizenship in which there is respect for difference and self-determination and in which ‘unity in diversity’ plays a key role. Matric learners were drawn from three different schools in an area of Kwazulu-Natal. Each of these schools represents a ‘type’ of school in South Africa: a former Model C school, an independent school and a school based in a rural or township area. The interviews aimed not only to understand citizenship from the perspective of these learners, but also to understand how experiences of citizenship varied depending on race, gender and class.
- Format
- 164 leaves, pdf
- Publisher
- Rhodes University, Faculty of Humanities, Political and International Studies
- Language
- English
- Rights
- Van Lelyveld, Lara Diane
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Collections
RU Department of Political and International Studies
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