- Title
- The role of primary schools in promoting democratic values of justice, equality and liberty in pupils: a study of Shamva district, Zimbabwe
- Creator
- Dzavo, Joseph
- Subject
- Democracy and education
- Subject
- Education -- Zimbabwe -- History
- Subject
- Education, Primary -- Curricula
- Date
- 2020
- Type
- Doctoral theses
- Type
- text
- Identifier
- http://hdl.handle.net/10353/27297
- Identifier
- vital:66696
- Description
- This study examines the role of primary schools in promoting democratic values of justice, equality and liberty in pupils in Shamva District, Zimbabwe. The study was necessitated by the continual abuse of democratic values by school leavers in the district before, during and after elections. Such continued abuses make one wonder if schools really inculcate democratic values of justice, equality and liberty in their pupilsas enshrined in the curriculum. Using a qualitative approach, the study is located within the interpretivist research paradigm. A case study design was adopted and three primary schools in Shamva District were purposively and conveniently selected for this study. The sample comprised three 3 primary schools heads, three 3 deputy heads, nine 9 teachers, five 5 school leavers and fifteen 15 prefects aged between 10 and 15 years old. Data was generated through semi-structured face-to-face interviews, focus group interviews and document analysis. The findings of the study revealed that schools had challenges in inculcating democratic values of justice, equality and liberty in learners. The challenges included difficulties in interpreting the syllabi on inculcation of democratic values of justice, equality and liberty in learners; democratic values being viewed as sensitive content usually misconstrued to be favouring certain political agendas by community members; and the lack of a clear cut democratic values curriculum framework to guide teachers on teaching democratic values of justice, equality and liberty. Some of the recommendations were that teachers should be protected by legal instruments like policies to enable them to freely teach sensitive content. Teachers also need empowerment in syllabus interpretation on the inculcation of democratic values to be able to effectively promote the teaching of democratic values of justice, equality and liberty.
- Description
- Thesis (PhD) -- Faculty of Education, 2020
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (xiv, 339 leaves)
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of Fort Hare
- Rights
- All Rights Reserved
- Rights
- Open Access
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | DzavoJoseph Phd second_Edited.pdf | 3 MB | Adobe Acrobat PDF | View Details |