Citizenship, Citizenship Education and Issues of Implementation in Zimbabwe

Abstract: The concept of ‘citizenship’ recognises the realisation of liberties balanced up with responsibilities and duties in a democracy, an arrangement deemed key to the development of a just society. Though a crucial aspect of education for Zimbabwe as a republic, citizenship education seems to be lagging behind in terms of implementation. Thus, this reflection preliminarily defines and dimensionalises citizenship. It thereupon explores the origin, evolution and internationalisation of citizenship. From both the progressive and quietist perspectives, this article reflects on qualities of a good citizen after which the concepts of citizenship and Unhu/Ubuntu are juxtaposed. The reflection then appropriates from the UK, the USA and South Africa, among other countries, some ideas deemed worthwhile in guiding the possible escalation of citizenship education which is currently at a low ebb in Zimbabwe. The article also explores the possible threats to citizenship education locally. Consequently, the reflection concludes that the little being offered locally under citizenship education sounds more quietist than progressive. Hence, the government of Zimbabwe is urged to escalate citizenship education by decreeing it one component of the country’s educational policy thereby rendering it a statutory curriculum subject. The same government is implored to religiously-sincerely implement citizenship education both in its minimalist and maximalist fashions as this helps strengthen the democratic culture within and beyond schooling