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Democratic development and the role of citizenship education in sub-Saharan Africa with a case focus on Zambia


Ali A. Abdi 
Department of Educational Policy Studies, University of Alberta, Canada
aabdi@ualberta.ca 

Lee Ellis 
Department of Educational Policy Studies, University of Alberta, Canada
lellis@ualberta.ca

Edward Shizha 
Department of Educational Policy Studies, University of Alberta, Canada
eshizha@ualberta.ca

 

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Abstract

In addressing issues related to problems of democratisation in Africa, this paper attempts to relate the issue to the need for citizenship education and the role that can play in social development. Citizenship should be central to the formation of viable civil societies that claim a tangible stake in national public spaces in post-Cold War Africa. These and related topics are discussed relative to new possibilities that could lead to the full realisation of the concept as well as the practice of enfranchised citizenship and inclusive social development in aspiring democracies in the Sub Saharan African context. The complexity of the development ‘problematique’ that Sub-Saharan Africa is facing is unique in that it is multi-dimensional, but above all else, politically located. It is, therefore, central to our discussions here that to correct the continent’s current schemes of underdevelopment, pragmatic schemes of governance must be achieved. To do that, we are suggesting, new possibilities of citizenship education should be formulated for the general African scene in general, and for democratising but still both institutionally and economically weakened Zambia.

Citizenship education, democratisation, structural adjustment programs, civil society, sub-Saharan Africa, Zambia

 

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Abdi, A.A., Ellis, L. and Shizha, E. (2005) Democratic development and the role of citizenship education in sub-Saharan Africa with a case focus on Zambia. International Education Journal, 6 (4), 454-466.
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