International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue V, May 2021 | ISSN 2454–6186

The Teaching of Civic Education in Selected Secondary Schools in Lusaka Province of Zambian: A Tool for Conflict Resolution in the Community.

Davy Mainde and Gistered Muleya
The University of Zambia.

Abstract: This study investigated the teaching of Civic Education and how it serves as a tool for conflict resolution in the community. Qualitative case study design was used and 12 participants (8-Civic Education teachers and 4-deputy head-teachers) from four selected secondary schools in Lusaka Province of Zambia were purposively selected through homogenous sampling. One-on-one interviews were used to collect data from both teachers of Civic Education and deputy head-teachers. Thematic data analysis was used in this study. The study established that Civic Education provides awareness to citizens on fundamental rights and freedoms; empower citizens for effective participation in decision making, produce critical thinkers, impart learners with conflict resolution skills, used as a strategy for curbing social challenges and helps in the appreciation of cultural diversity in communities. Civic knowledge, skills and values embedded in Civic Education have a potential to transform a violent to a peaceful community. The study recommends that Continuous Professional Development (CPD) activities such as Lesson Study Circle, Cluster Meetings and Professional Subject Associations Workshops must be strengthen in schools to revive Civic Education teachers with new knowledge and skills in teaching Civic Education for conflict resolution in communities. Further, the government should come up with a clear policy that will empower young people through the teaching of Civic Education to organise school associations aimed at promoting peaceful core-existence in multicultural communities as outline in the 2013 Zambia education curriculum framework. This study act as an eye opener to policy makers and implementers to use nonviolent approaches such as teaching of Civic Education in secondary schools in denouncing conflict in communities.

Key Terms: Civic Education, Conflict, Conflict Resolution.

I.INTRODUCTION

Conflict is inevitable and occurs from place to place and individual to others due to variety of human interests and community’s dynamics. From the antiquity to contemporary times, competitions and conflict are regarded as inherent phenomena in both nature and society (Jung, 2003). Once there is cause for inter-group relations, conflict becomes inevitable and peace must be given a chance (Olaniyi, 2009). Conflict can be caused by many factors which include; fraud in the electoral system, failure of governance systems, economic resources, religious beliefs, artificial boundaries, land ownership, global repression, ethnicity and identity (Nebe, 2012; & Ebimaro, 2008). Conflict emanate from individual inert and grows until it reaches a latent or violent stage. Latent or violent social confrontations have long been considered as the premium mobile for social changes and transformations (Rugumamu, 2002).
At any stage, society have tried to use several conflict resolution strategies to avoid violent conflict which may lead to destruction of properties, loss of lives, or any other social disorder such as internal and external displacements. Haider (2014) explained