Respect and responsibility: Teaching citizenship in South African high schools

Hammett, D.; Staeheli, L.A.

doi:10.1016/j.ijedudev.2010.06.011

Respect and responsibility: Teaching citizenship in South African high schools

Hammett, D.; Staeheli, L.A.

Authors

D. Hammett

L.A. Staeheli

Abstract

Respect is a core concept in citizenship debates. South African high school educators often draw upon respect as a key value within citizenship education. Their teaching of this value is often conflated with promotion of the practice of responsible citizenship. The constructions of respect and responsibility in these situations are imbued with assumptions around authority and power relations, such that learners’ are expected to take responsibility for demonstrating respect for in an unequal rather than reciprocal understanding of respect. Thus, negotiations of different kinds of respect are highlighted. The need for schools to embody a culture or ethos of respect is noted if learners are to be expected to recognise and adopt respect as a key element to citizenship in theory and in practice.

Citation

Hammett, D., & Staeheli, L. (2011). Respect and responsibility: Teaching citizenship in South African high schools. International Journal of Educational Development, 31(3), 269-276. https://doi.org/10.1016/j.ijedudev.2010.06.011

Journal Article Type	Article
Publication Date	May 1, 2011
Deposit Date	Feb 6, 2012
Publicly Available Date	Jan 10, 2014
Journal	International Journal of Educational Development
Print ISSN	0738-0593
Publisher	Elsevier
Peer Reviewed	Peer Reviewed
Volume	31
Issue	3
Pages	269-276
DOI	https://doi.org/10.1016/j.ijedudev.2010.06.011
Keywords	Citizenship education, South Africa, Respect, Responsibility.

Files

Accepted Journal Article (234 Kb)
PDF

Copyright Statement
NOTICE: this is the author’s version of a work that was accepted for publication in International journal of educational development. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in International journal of educational development, 31(3), 2011, 10.1016/j.ijedudev.2010.06.011