This article discusses perceptions on child participation and responsible citizenship in Zimbabwe's secondary schools. A brief outlook on Zimbabwe's values education is provided followed by a discussion of theoretical frameworks on citizenship and polyarchy and what these mean to the school. The article analyses teacher and student perceptions on student participation and responsible citizenship and discusses the outcomes, noting the challenges facing schools in a non-polyarchical environment.
|Number of pages||10|
|Journal||International Education Journal|
|Publication status||Published - 2006|
- Child participation
- Democratic education
- Responsible citizenship
- Values education