Demystifying the pedagogy of teaching controversial issues in civic education in selected Zambian schools.
Date
2020-10
Authors
Muleya, Gistered
Sihubwa, Ivy
Simwatachela, Rachael
Hamainza, Viola
Simui, Francis
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Research and Scientific Innovation (IJRSI) | Volume VII, Issue X
Abstract
This study explored controversial issues in the teaching
of Civic Education in selected Zambian school. The study
applied qualitative methodology with a narrative design to
generate evidence. Unstructured interviews were used as
instruments for data production. Schools and participants were
purposively selected from the five zones in Lusaka District.
Findings of the study revealed the following as some of the
perceived controversial issues noted in the teaching of Civic
Education in selected Zambian school among others: being
critical to the government, discussing of political oriented issues,
discussions bordering on current affairs, discussions on abuse of
human rights by the government, discussions on fundamental
freedoms. The study recommended that teacher education
programmes should be training teachers on how best to teach
controversial issues. The public should be sensitised on the role
of Civic Education in a democratic society like Zambia and also
there is need to undertake further research on the best
techniques of teaching controversial issues in schools.
Description
Keywords
Civic education. , Controversial issues. , Teachers of civic education.