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Nurturing our youth to become citizens who sustain our democracy

Nurturing our youth to become citizens who sustain our democracy . Presentation by UL Adams-Jack With input from Nicola de Jager and Derica Lambrechts. Why did we initiate a Community Interaction project? . Thinking about democratic consolidation The required value set

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Nurturing our youth to become citizens who sustain our democracy

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  1. Nurturing our youth to become citizens who sustain our democracy Presentation by UL Adams-Jack With input from Nicola de Jager and DericaLambrechts

  2. Why did we initiate a Community Interaction project? • Thinking about democratic consolidation • The required value set • My rights, my rights……… • Responsibilities? • Goal: inculcate the values of democratic citizenship in high school learners from grades 10 to 12

  3. What did we learn? • Nicola de Jager: The scholars (and teacher) were generally very receptive. Many of them enjoyed engaging with the challenges of a democracy and contributed to the discussions. • What worked well was having the teacher in the class room at all times. Scholars (as happened in my last class) can try and push the boundaries with a guest speaker, and the teacher is therefore necessary if there is the need to maintain order in the class.

  4. What did we learn? • Ubanesia Adams-Jack: • Democratic government and citizenship is part of the life orientation curriculum • Sometimes more challenging to keep 20 in line than 200 • The circumstances that some teachers face everyday • Community interaction is enjoyable but time consuming

  5. What did we learn? • DericaLambrechts: In my case students responded well to practical examples and also visual material. For example, I talked about the role of the media and I had two Zapirocartoons. • My students had to make a poster and they enjoyed the practical side more than me talking. I graded them on their posters, so if you want to do something practical, keep it structured (and formal – stipulate the ‘rules of the game’). • I have to mention the time factor; you have to be prepared to set aside an entire day, as the time of the periods changed on the day when I arrived at the school. It is best therefore to stay at the school and clear your schedule for that day.

  6. The way forward • Two-pronged training: • substantive issues (content of lecture) • basic lecturing skills (how to handle the groups, how to get them engaged, possible challenges). • We will be present with the student volunteers for at least their first lecture to guide them. • Add another school in 2011

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