Manchester Metropolitan University, England
This article discusses perceptions on child participation
and responsible citizenship in Zimbabwe's secondary schools. A
brief outlook on Zimbabwe's values education is provided
followed by a discussion of theoretical frameworks on
citizenship and polyarchy and what these mean to the school.
The article analyses teacher and student perceptions on
student participation and responsible citizenship and
discusses the outcomes, noting the challenges facing schools
in a non-polyarchical environment.
Zimbabwe, child participation, responsible
citizenship, democratic education, values education