Democratic citizenship education: Towards a model for establishing democratic mathematics teacher education

Keywords: democracy, democratic citizenship, mathematics teacher education, pedagogy


This article provides an explication of the concepts of democracy and democratic citizenship from a political dimension, it also offers insight into the nature of democracy and democratic citizenship in post-apartheid South Africa. The article further outlines the relationship between mathematics and democracy, as well as a number of pedagogical approaches which are capable of fostering democratic principles in mathematics education classrooms. Finally, the article proposes a model which encompasses a trilogy of democratic principles; humanising pedagogy; and social, cultural, economic and political issues which can be employed in preparing mathematics student teachers to become fully democratic citizens.


Author Biographies

B. E. Olawale, University of Fort Hare, Alice, South Africa

Lecturer: School of Further and Continuing Education

V. Mncube, University of Fort Hare, Alice, South Africa

Dean: Faculty of Education

C. R. Harber, University of Fort Hare, Alice, South Africa

Adjunct Professor, Faculty of Education


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How to Cite
Olawale, B. E., V. Mncube, and C. R. Harber. 2021. “Democratic Citizenship Education: Towards a Model for Establishing Democratic Mathematics Teacher Education”. South African Journal of Higher Education 36 (3), 177-93.
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