SED2601 ASSIGNMENT 3 SEMESTER 1 2022

SED2601 ASSIGNMENT 3 SEMESTER 1 2022 | Modern democracy: A government by the people, a form of government in which the supreme power is vested in the people and exercised directly by them or by their elected agents under a free electoral system. A state having such a form of government; Legal status- to be a citizen; citizenship – to act like a citizen. Requires that there must be a constitution, equality before the law, individual rights and liberties, civil rights and liberties, human rights, rule of law to inforce the rights and liberties. Government is transparent and accountable. Institutions of democracy outside of the government are free and independent to news media. b) Citizenship education: Different ways of developing people as members of a society or a nation, such an education can. Involves teaching people formally or informally about the values, norms, practices, duties and obligation that they need to adopt in order to function optimally in society; In South Africa citizenship education includes teaching about the Constitution, the Bill of Rights and the Bill of Responsibilities, the National School Pledge and the democratic goals of the country. 1.2 “Hard” ideas of the curriculum: Refers to the learning by doing and creating opportunities to learn about citizenship in school but also outside of the school walls. Citizenship is “caught” not “taught” “Soft” ideas of the curriculum: Learning relies entirely on the curriculum to learn about citizenship education. By extension it is more passive way of learning about the topic. Learning is “taught” and not “caught”. 1.3 Cosmopolitan: Belief in a world state that all human beings belong to. A transformation approach to education that empowers students to become global citizens through active involvement in the local, national and global communities while seeking to build a better world. Encourages teachers and learners to respect human rights and become active citizens who strive towards peace and sustainability. 1.4 Citizenship education became compulsory subject in 1999 (Part of the National curriculum) Social and moral responsibility: children learning self-confidence from an early age as well as the true meaning of behaviour that is both socially and morally responsible in and beyond the classroom, towards those in authority and towards each other. Page 3 of 12 UNIVERSITY ASSESSMENTS Community involvement: learning about and becoming helpfully involved in the life and concerns of their communities, including learning through community involvement and service to the community. Political literacy: children learning about how to make themselves effective in public life through knowledge, skills and values. Knowledge, skills and Understanding: levels of learning and levels of outcome competencies to be achieved by learners. Cognitive learning; practical learning and affective learning (moral or social learning) Question 2 2.1 - The status of individual to the state. - Feeling/sense of belonging to the community. - Practice participation in community life. - Dimensions of citizenship are intimately and reciprocally linked. - Citizens have human agency (ability to think independently) - Citizenship implied both citizens and non-citizens had the right to participate in public life – except for women and slaves. - Ancient Greek democracy encouraged active participation (local, national and international affairs) Diagram of who were allowed to participate: Page 4 of 12 UNIVERSITY ASSESSMENTS Reference: 2.2 Races was separated and allowed to develop their own way. It was to keep white South Africans in control of the country. Black and white South Africans were separated socially. Black people were not seen as citizens since they did not exercise full civil, social or political rights. Nationalists espoused a form of Apartheid race-based citizenship. South African population was classified into different race groups. They were separated into four (4) race groups namely, Europeans (white) Coloureds, Indians and Africans (Black) Intermarriage was not allowed. Residence and jobs were determined by racial categories. 2.3 It is important for learners to understand the notion of democracy for the following particular reasons: - So that learners are equipped, irrespective of their social – economic background, race, gender, physical ability and intellectual ability with the knowledge, skill and values necessary for selffulfillment and meaningful participation in society as citizens of a free country. - So that learners feels encouraged to strive towards the values of the South African Constitution. - So that learners feel encouraged to civic responsibility and responsible leadership, including raising current social and environmental concerns. - So that learners can promote human rights and peace by challenging prejudice involving race, class, gender, ethnicity and xenophobia. - So that learners are prepared for local, regional, continental and global responsibility