SED2601 Assignment 3
(COMPLETE ANSWERS)
2025 (209622)- DUE 23
July 2025
For assistance contact
Email:
,Question 1
1.1
i) * Citizenship: This is the legal status of being a citizen of a specific country. It
typically encompasses rights (e.g., voting, passport holding) and duties (e.g., obeying laws,
paying taxes) that are defined by the state. It's an official relationship between an individual and
the state.
* Equal Citizenship: It is founded on the assumption that all members of a state should have the
same rights, opportunities, and legal protection regardless of their origin (race, gender, religion,
etc.). It implies the absence of discrimination and the grant of basic equality.
* Citizenship Education: This refers to the process of educating
individuals to their roles and duties as citizens, government and civic structures, civic
participation, and values upon which a democratic society exists. It is designed to
equip people with the skills, knowledge, and
dispositions required to participate and be responsible citizens.
ii) * **Minimalist View of Citizenship:** This is primarily focused on
the political and legal aspects of citizenship. This is concerned with formal duties and rights of
citizens in relation to the state, such as voting and protection by the law.
It will have relatively less emphasis on active participation or civic virtue beyond
these minimum requirements.
* **Maximalist Conception of Citizenship:** This is a comprehensive approach that goes
beyond political and legal considerations and emphasizes active participation, civic action,
and sense of belonging to a community. It emphasizes citizens' obligations to work for the
common good, engage in public discourse, and promote social justice.
It generally incorporates social and cultural dimensions of citizenship.
1.2 The cosmopolitan conception of citizenship proposes that our first loyalty must be to
a world community of human beings as a whole and not to any particular state.
Cosmopolitans contend that
moral responsibilities and feelings of solidarity must transcend state boundaries, focusing on uni
versal human rights, common global problems, and humanity's interdependencies.
1.3
* Ancient Citizenship (e.g., Athens): Characterized by direct participation in political life, civic
virtue as a norm, and an intimate relationship between citizenship and community membership.
It was usually exclusive, with women, slaves, and foreigners excluded. There was an
emphasis on participation in the affairs of the polis (city-state).
* Modern Citizenship: Typically involves representative democracy, where
citizens have representatives represent them. Rights are more emphasized along with duties, and
citizenship is more universal (though past and current inequalities continue to exist).
The numbers are much larger (nation-states), which means more indirect types of participation.
* **Influence on South African Citizenship:**
, * **Ancient Influences (Limited but Present):** The emphasis on active participation and civic
responsibility, although not unconsciously emulated in the same manner, has a counterpart in the
maximalist conception of citizenship that others demand in modern South Africa. That vision of
citizens actively building their world resonates with ancient ideals.
* **Modern Influences (Eminent):** The system of citizenship in South
Africa is mainly grounded in modern conceptions, which focus on legal rights assured under the
Constitution (e.g., right to vote, equality before the law).
The transition to constitutional democracy was intended to install a more
inclusive understanding of citizenship than was adopted in the exclusionary systems of the
past. But the struggle for *equal* citizenship, rectifying past and ongoing inequalities, marks a
move toward a maximalist vision inclusive of social and economic justice. The
emphasis upon participatory citizenship as a way to advance democracy and human
rights is also aligned with maximalist goals. 1.4 In an effort to invite learners to 'think globally
and act locally', I would:
* Connect Local Issues to Global Contexts: Discuss local
environmental concerns (e.g., river pollution in a local area) and relate them to global issues like
climate change and water scarcity.
* Explore Global Interdependence: Use examples of products they use on a daily basis (e.g.,
smartphones, clothes) to illustrate how local consumption has global impacts on labor, resources,
and the environment.
* Encourage Global Issues Research with Local Action: Have students research a global
issue of their choice (e.g., poverty, human rights) and then come up with tangible things they
can do in their school or community to contribute to positive change (e.g., fundraising for
a related charity, raising awareness).
* Develop Empathy and Values of Global Citizenship: Use stories, films,
and conversation to inculcate empathy for people from different parts of the world and
to foster values of global citizenship, such as respect for diversity, interdependence,
and concern for the planet.
1.5 'Citizenship' in South Africa has experienced radical changes:
* Colonial Era: Citizenship was largely based on allegiance to the
colonial regime, and there were hardly any rights coupled with deep discrimination against the
majority Black population.
* Apartheid Era: Citizenship of Black people was severely curtailed and
often combined with the segmented and discriminatory homelands system of stripping them of
their South African citizenship in the majority of cases (as described in Question 2).
* Transition to Democracy (Post-1994): The advent of a constitutional
democracy established a shared South African citizenship established in equality and
universal franchise. The Constitution entrenches a wide range of rights and freedoms for all
citizens.
* Ongoing Evolution: Debates continue regarding the definition of active citizenship, social and
economic rights as citizenship, and ongoing issues of becoming equal citizens for all in
the midst of ongoing inequalities.
(COMPLETE ANSWERS)
2025 (209622)- DUE 23
July 2025
For assistance contact
Email:
,Question 1
1.1
i) * Citizenship: This is the legal status of being a citizen of a specific country. It
typically encompasses rights (e.g., voting, passport holding) and duties (e.g., obeying laws,
paying taxes) that are defined by the state. It's an official relationship between an individual and
the state.
* Equal Citizenship: It is founded on the assumption that all members of a state should have the
same rights, opportunities, and legal protection regardless of their origin (race, gender, religion,
etc.). It implies the absence of discrimination and the grant of basic equality.
* Citizenship Education: This refers to the process of educating
individuals to their roles and duties as citizens, government and civic structures, civic
participation, and values upon which a democratic society exists. It is designed to
equip people with the skills, knowledge, and
dispositions required to participate and be responsible citizens.
ii) * **Minimalist View of Citizenship:** This is primarily focused on
the political and legal aspects of citizenship. This is concerned with formal duties and rights of
citizens in relation to the state, such as voting and protection by the law.
It will have relatively less emphasis on active participation or civic virtue beyond
these minimum requirements.
* **Maximalist Conception of Citizenship:** This is a comprehensive approach that goes
beyond political and legal considerations and emphasizes active participation, civic action,
and sense of belonging to a community. It emphasizes citizens' obligations to work for the
common good, engage in public discourse, and promote social justice.
It generally incorporates social and cultural dimensions of citizenship.
1.2 The cosmopolitan conception of citizenship proposes that our first loyalty must be to
a world community of human beings as a whole and not to any particular state.
Cosmopolitans contend that
moral responsibilities and feelings of solidarity must transcend state boundaries, focusing on uni
versal human rights, common global problems, and humanity's interdependencies.
1.3
* Ancient Citizenship (e.g., Athens): Characterized by direct participation in political life, civic
virtue as a norm, and an intimate relationship between citizenship and community membership.
It was usually exclusive, with women, slaves, and foreigners excluded. There was an
emphasis on participation in the affairs of the polis (city-state).
* Modern Citizenship: Typically involves representative democracy, where
citizens have representatives represent them. Rights are more emphasized along with duties, and
citizenship is more universal (though past and current inequalities continue to exist).
The numbers are much larger (nation-states), which means more indirect types of participation.
* **Influence on South African Citizenship:**
, * **Ancient Influences (Limited but Present):** The emphasis on active participation and civic
responsibility, although not unconsciously emulated in the same manner, has a counterpart in the
maximalist conception of citizenship that others demand in modern South Africa. That vision of
citizens actively building their world resonates with ancient ideals.
* **Modern Influences (Eminent):** The system of citizenship in South
Africa is mainly grounded in modern conceptions, which focus on legal rights assured under the
Constitution (e.g., right to vote, equality before the law).
The transition to constitutional democracy was intended to install a more
inclusive understanding of citizenship than was adopted in the exclusionary systems of the
past. But the struggle for *equal* citizenship, rectifying past and ongoing inequalities, marks a
move toward a maximalist vision inclusive of social and economic justice. The
emphasis upon participatory citizenship as a way to advance democracy and human
rights is also aligned with maximalist goals. 1.4 In an effort to invite learners to 'think globally
and act locally', I would:
* Connect Local Issues to Global Contexts: Discuss local
environmental concerns (e.g., river pollution in a local area) and relate them to global issues like
climate change and water scarcity.
* Explore Global Interdependence: Use examples of products they use on a daily basis (e.g.,
smartphones, clothes) to illustrate how local consumption has global impacts on labor, resources,
and the environment.
* Encourage Global Issues Research with Local Action: Have students research a global
issue of their choice (e.g., poverty, human rights) and then come up with tangible things they
can do in their school or community to contribute to positive change (e.g., fundraising for
a related charity, raising awareness).
* Develop Empathy and Values of Global Citizenship: Use stories, films,
and conversation to inculcate empathy for people from different parts of the world and
to foster values of global citizenship, such as respect for diversity, interdependence,
and concern for the planet.
1.5 'Citizenship' in South Africa has experienced radical changes:
* Colonial Era: Citizenship was largely based on allegiance to the
colonial regime, and there were hardly any rights coupled with deep discrimination against the
majority Black population.
* Apartheid Era: Citizenship of Black people was severely curtailed and
often combined with the segmented and discriminatory homelands system of stripping them of
their South African citizenship in the majority of cases (as described in Question 2).
* Transition to Democracy (Post-1994): The advent of a constitutional
democracy established a shared South African citizenship established in equality and
universal franchise. The Constitution entrenches a wide range of rights and freedoms for all
citizens.
* Ongoing Evolution: Debates continue regarding the definition of active citizenship, social and
economic rights as citizenship, and ongoing issues of becoming equal citizens for all in
the midst of ongoing inequalities.
