Demystifying the Pedagogy of Teaching Controversial Issues in Civic Education in selected Zambian Schools
- November 12, 2020
- Posted by: RSIS Team
- Categories: Education, IJRSI
International Journal of Research and Scientific Innovation (IJRSI) | Volume VII, Issue X, October 2020 | ISSN 2321–2705
Ivy Sihubwa Rachael Simwatachela, Viola Hamainza, Francis Simui & Gistered Muleya
University of Zambia, Zambia
ABSTRACT
This study explored controversial issues in the teaching of Civic Education in selected Zambian school. The study applied qualitative methodology with a narrative design to generate evidence. Unstructured interviews were used as instruments for data production. Schools and participants were purposively selected from the five zones in Lusaka District. Findings of the study revealed the following as some of the perceived controversial issues noted in the teaching of Civic Education in selected Zambian school among others: being critical to the government, discussing of political oriented issues, discussions bordering on current affairs, discussions on abuse of human rights by the government, discussions on fundamental freedoms. The study recommended that teacher education programmes should be training teachers on how best to teach controversial issues. The public should be sensitised on the role of Civic Education in a democratic society like Zambia and also there is need to undertake further research on the best techniques of teaching controversial issues in schools.
Key words: Civic Education, Controversial issues, Teachers of Civic Education.
Context
The emphasis on why controversial issues should be included in Civic Education courses is not a new phenomenon. Hess (2004:257) noted from the publication of an influential report on social studies in 1916 that schools were challenged to “load Civic Education curriculum with hotly debatable political issues in order to make young people realise that controversy were not an unfortunate by product of democracy but one of its core and vital element” in strengthening democracy. Further, Hess observed that political issues were meant to enrich what learners both at elementary and secondary schools learnt with regard to democracy and democratic participation. Walsh (2013) also contends that public education plays a very important role in preparing young people for effective engagement in the community. Muleya in his works ( 2019, 2018a, 2018b, 2018c; 2017a, 2017b, 2016, 2015; Bergersen & Muleya, 2019; Magasu, Muleya & Mweemba, 2020; Machila, Sompa, Muleya & Pitsoe 2018; Mupeta, Muleya, Kanyamuna & Simui 2020 notes that equally Civic Education plays an important role in preparing learners or young people for effective participation in society
