Abstract
Global citizenship education (GCED) is touted in many countries as a way of promoting peace, raising awareness, and addressing global challenges. In this chapter, the role of GCED in promoting global citizenship in the Southern Africa Development Community (SADC) states is explored. Further, the chapter examines the economic disparities in SADC states as well as the challenges of realizing lasting peace and stability in the region. Jack Mezirow theory of transformative learning is proposed as providing an appropriate lens for the teaching of GCED. The author argues that GCED curriculum has a role to play in shaping the mindsets of people in the region towards each other and in developing critical reflective skills that are needed to sustain peace and democracy.
TopIntroduction
In this chapter the terms Global Citizenship Education (GCE) and curriculum are explored in order to situate the discussion in its proper context. The content of global citizenship education is also scrutinised and the pedagogical approaches that may be utilized to ensure that students have the skills that are a prerequisite to being active members of the global community. An overview of the Southern African Development Community (SADC) states and their contemporary challenges are also examined in order to identify the opportunities that the teaching of citizenship education present to SADC member states. In the final part of the chapter, the constraints for GDE education in the SADC are also explored in the light of the current political, economic challenges that SADC countries are facing. Globalisation has enabled easy migration between countries and this has led to movement of people, within the SADC region in huge proportions from both immigrants who either have proper or inadequate documentation. In the case of South Africa, there has been an upsurge of migrants after attainment of democratic rule from both SADC countries and beyond the region.
The citizens of South Africa have reacted to the influx of foreigners by treating them in discriminatory manner, and on occasions this has flared into open hostility and mortal attacks on them. This disposition towards refugees and job seekers from other regions in Africa and SADC, presents a huge challenge and constraints in the conceptualisation of GCE and efforts to tackle local challenges of economic development that present themselves in many of the SADC countries. In Mozambique, in 2017, attacks were experienced in the city of Palmer, from radical Islamic groups, which devastated public infrastructure, displaced numerous people from their homes and created a huge refugee crisis, that threatened food security. In 2021, Swaziland also went in turmoil due to civil unrest with citizens demanding a democratic government. All these challenges present opportunities for the teaching of Global Citizen Education in the SADC region, as a strategy to inculcate values that promote peace and democratic dispositions among citizens as well as skills to solve problems within the different countries. It goes without saying that the teaching of GCE, within SADC countries, presents many opportunities for SADC citizens to become global citizens. However, the opportunities flaunt with many challenges.
Key Terms in this Chapter
Liberalism: It a political ideology that upholds fundamental freedoms and that is also associated with free trade among nations.
Afrophobia: Manifesting dislike to people of African cultures and descent who are either in Africa or based in the diaspora.
Global Citizenship: It is a sense of belonging to the wider world and where one has rights and responsibilities.
Colonialism: It’s a period in history where people from other cultures especially western countries like Britain, France and Portuguese moved into Africa or other places like United States and New Zealand, and set up governments over local people and also exploited their labour and resources for their benefit.
Regional Integration: A process where nations agree to work together in order to have peace, combine financial resources and also experience economic development.
Globalization: A scenario where organisations operate across border and on any international scale. It has an effect on mixing of cultures, migration and individuals’ identities.
Curriculum: It includes the official body of knowledge that learners engage with in a reflective way in order expand their critical thinking, problem solving and also to build up knowledge.
Xenophobia: Displaying strong dislike or stereotyping of people from other nationalities.