History education and citizenship conundrum: Experiences and perspectives of Lesotho General Certificate of Secondary Education history teachers in Lesotho

Journal for Transdisciplinary Research in Southern Africa


 
 
Field Value
 
Title History education and citizenship conundrum: Experiences and perspectives of Lesotho General Certificate of Secondary Education history teachers in Lesotho
 
Creator Fru, Raymond N. Liphoto, Makatleho
 
Subject History; Education; Citizenship; citizenship; curriculum; history teaching; Lesotho; LGCSE.
Description There have been serious efforts across countries to make history education more relevant. One such global effort is the integration of citizenship values into the history curriculum and syllabus of schools. Despite the successes of this initiative in some contexts, others have received it with mixed feelings thereby problematising its implementation and compromising the chances of a successful outcome. This article interrogates the relationship between school history and citizenship through an exploration of the perceptions of history teachers in Lesotho about the promotion of citizenship values through history education. The rationale for the investigation stems from the inclusion of citizenship values as part of the aims of the Lesotho General Certificate of Secondary Education (LGCSE) history syllabus. The study operated within the interpretive paradigm and a qualitative case study approach of four purposively selected high schools and eight teachers in Maseru, Lesotho. The data collected from semi-structured interviews revealed that the teachers possess very vague and varying understandings of citizenship. This vagueness ultimately translates into the classroom practice in the form of a lack of harmonious implementation of the LGSCE history syllabus’ prescriptions on citizenship values. The teachers however, have a mostly positive feeling about the importance of imparting citizenship values to learners, especially in the unique context of Lesotho through history education. This article recommends that the Ministry of Education and Training (MoET) initiates a robust curriculum reflection process, together with relevant stakeholders that will inform policy on the effective implementation of the citizenship clauses of the LGSCE history syllabus.
 
Publisher AOSIS
 
Contributor
Date 2021-04-22
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — —
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/td.v17i1.975
 
Source The Journal for Transdisciplinary Research in Southern Africa; Vol 17, No 1 (2021); 6 pages 2415-2005 1817-4434
 
Language eng
 
Relation https://td-sa.net/index.php/td/article/view/975/1704 https://td-sa.net/index.php/td/article/view/975/1703 https://td-sa.net/index.php/td/article/view/975/1705 https://td-sa.net/index.php/td/article/view/975/1702
 
Coverage — — —
Rights Copyright (c) 2021 Raymond N. Fru, Makatleho Liphoto https://creativecommons.org/licenses/by/4.0