Abstract
Civics, citizenship, and citizenship education are currently issues of attention for a number of state education systems over the world. Yet, because civics and citizenship education are contested and controversial concepts, it is sometimes not clear as to what the intentions of state authorities are in introducing civics and citizenship education in the curriculum. This chapter discusses the position of civics and citizenship education in Zimbabwe. Firstly, it looks at the different theoretical conceptions associated with civics and citizenship. It then traces the historical position of this subject in the country’s education system focusing mostly on why the subject has taken different forms at various political stages. The chapter then focuses on the current position of civics and citizenship education in Zimbabwe as of 2018 and tries to respond to the question as to why it is the way it is. It concludes with a summary regarding the subject in the country.
| Original language | English |
|---|---|
| Title of host publication | The Palgrave Handbook of Citizenship and Education |
| Editors | Andrew Peterson, Garth Stahl, Hannah Soong |
| Place of Publication | Cham, Switzerland |
| Publisher | Palgrave Macmillan |
| Pages | 1-16 |
| Edition | 1 |
| ISBN (Print) | 9783319679051 |
| DOIs | |
| Publication status | Published - 8 Nov 2018 |
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