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dc.contributor.authorMuleya, Gistered
dc.date.accessioned2021-03-05T14:21:45Z
dc.date.available2021-03-05T14:21:45Z
dc.date.issued2017-06
dc.identifier.issn2517-9306
dc.identifier.urihttp://dspace.unza.zm/handle/123456789/6964
dc.description.abstractDefining Civic Education is not something that is easy due to several meanings connected with the subject. This is due to the fact that those who have attempted to define Civic Education bring to the fore their own perspectives and orientations thereby making it difficult to have a universal definition (Muleya, 2015: 12). Evans (2009: 410-435) as cited by Muleya (2015) aptly puts it that, contemporary conceptions of Citizenship Education reflect a certain level of ambiguity due to various views that have come into play. Therefore, in this article I attempt to discuss the conceptual challenges or difficulties that scholars of Civic Education find themselves in when they are talking about Civic Education and the characterisation of Civic Education in the community. It is also important to note that in this article I will be using Civic Education, and/or Citizenship Education interchangeably because in most of the literature to do with the subject at hand, these concepts are interchangeably used or applied to mean one and the same thing though this position is still in contention.en
dc.language.isoenen
dc.publisherJournal of Lexicography and Terminology, Volume 1, Issue 1en
dc.subjectCivic Education;en
dc.subjectCitizenshipen
dc.subjectCitizenship Educationen
dc.subjectCivic Learning;en
dc.subjectCivic Engagementen
dc.titleThe Conceptual Challenges in the Conceptualisation of Civic Educationen
dc.typeArticleen


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