SED2601
Assignment 3
2025 (Answer
Guide) - Due 23
July 2025
QUESTIONS WITH 100%
VERIFIED AND
CERTIFIED ANSWERS.
,1|Page
SED2601 Assignment 3 2025 (Answer Guide) - Due 23 July 2025
QUESTIONS WITH 100% VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN
REQUIRED FORMAT AND WITHIN GIVEN GUIDELINES. IT IS GOOD TO USE AS A
GUIDE AND FOR REFERENCE, NEVER PLAGARIZE. Thank you and success in
your academics.
UNISA, 2025.
Contents
QUESTION 1 .............................................................................................................................................. 2
1.1 Distinguishing between Concepts ............................................................................................ 2
i) Citizenship, Equal Citizenship, and Citizenship Education ...................................................... 2
ii) Minimalist and Maximalist View of Citizenship .......................................................................... 2
1.2 Cosmopolitan View of Citizenship ............................................................................................ 3
1.3 Ancient vs. Modern Citizenship and Influence in South Africa ........................................ 3
1.4 Encouraging Learners to ‘Think Globally and Act Locally’ ............................................... 4
1.5 Evolution of Citizenship in South Africa ................................................................................. 4
1.6 Does South Africa Follow the Maximal or Minimal Conception of Citizenship? .......... 5
QUESTION 2 .............................................................................................................................................. 6
2.1 Limitations of Citizenship for Black People During Apartheid (4 marks) ...................... 6
2.2 Inconsistencies of the 1949 and 1970 Acts with Democratic Maximalist Citizenship
(6 marks) ................................................................................................................................................. 6
2.3 Essential Skills for Implementing Active Citizenship Education in the Classroom (5
marks) ..................................................................................................................................................... 7
QUESTION 3 .............................................................................................................................................. 8
3.1 Designing Lessons to Help Learners Understand the Constitution and Uphold
Responsibilities (4 marks) ................................................................................................................. 8
3.2 Echoes of Athenian Citizenship in the South African Freedom Charter (4 marks) ..... 9
3.3 Integrating ‘Social and Moral Responsibility’ in Lessons to Guide Ethical Use of AI
(4 marks) ................................................................................................................................................. 9
QUESTION 4 ............................................................................................................................................ 10
, 2|Page
4.1 Examples from Personal Experience or Community Observations Illustrating
Concepts of Culture (8 marks)........................................................................................................ 10
4.2 Social Stratification in Schools and Strategies to Dismantle the Culture of
Categorisation (5 marks) .................................................................................................................. 11
4.3 Fostering Appreciation of Diversity in Gender, Class, Culture, and Race (8 marks) 12
QUESTION 5 ............................................................................................................................................ 13
5.1 Biological vs. Sociological Perspectives on Race (4 marks) .......................................... 13
5.2 How Race and Class Influence Access to Education and the Resulting Implications
(6 marks) ............................................................................................................................................... 14
5.3 Guidelines for Gender-Fair Teaching and Implementation Challenges (8 marks) ..... 15
5.4 Functionalist vs. Conflict Theorist Views on Access to Education (2 marks) ............ 16
References ............................................................................................................................................... 16
QUESTION 1
1.1 Distinguishing between Concepts
i) Citizenship, Equal Citizenship, and Citizenship Education
Citizenship refers to the legal and social status granted to individuals by a state,
conferring rights such as voting and responsibilities such as obeying the law. It
establishes one’s identity and participation in the political community.
Equal citizenship builds on this by emphasizing that all citizens, regardless of race,
gender, or class, should have the same rights, protections, and opportunities. In South
Africa, this is critical given the historical legacy of apartheid, where equal citizenship
was denied to the majority population.
Citizenship education refers to the pedagogical process of equipping learners with
knowledge, values, and skills needed to participate actively and responsibly in a
democratic society. It fosters civic literacy and promotes democratic engagement
(Arthur, Davies & Hahn, 2008).
ii) Minimalist and Maximalist View of Citizenship
Assignment 3
2025 (Answer
Guide) - Due 23
July 2025
QUESTIONS WITH 100%
VERIFIED AND
CERTIFIED ANSWERS.
,1|Page
SED2601 Assignment 3 2025 (Answer Guide) - Due 23 July 2025
QUESTIONS WITH 100% VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN
REQUIRED FORMAT AND WITHIN GIVEN GUIDELINES. IT IS GOOD TO USE AS A
GUIDE AND FOR REFERENCE, NEVER PLAGARIZE. Thank you and success in
your academics.
UNISA, 2025.
Contents
QUESTION 1 .............................................................................................................................................. 2
1.1 Distinguishing between Concepts ............................................................................................ 2
i) Citizenship, Equal Citizenship, and Citizenship Education ...................................................... 2
ii) Minimalist and Maximalist View of Citizenship .......................................................................... 2
1.2 Cosmopolitan View of Citizenship ............................................................................................ 3
1.3 Ancient vs. Modern Citizenship and Influence in South Africa ........................................ 3
1.4 Encouraging Learners to ‘Think Globally and Act Locally’ ............................................... 4
1.5 Evolution of Citizenship in South Africa ................................................................................. 4
1.6 Does South Africa Follow the Maximal or Minimal Conception of Citizenship? .......... 5
QUESTION 2 .............................................................................................................................................. 6
2.1 Limitations of Citizenship for Black People During Apartheid (4 marks) ...................... 6
2.2 Inconsistencies of the 1949 and 1970 Acts with Democratic Maximalist Citizenship
(6 marks) ................................................................................................................................................. 6
2.3 Essential Skills for Implementing Active Citizenship Education in the Classroom (5
marks) ..................................................................................................................................................... 7
QUESTION 3 .............................................................................................................................................. 8
3.1 Designing Lessons to Help Learners Understand the Constitution and Uphold
Responsibilities (4 marks) ................................................................................................................. 8
3.2 Echoes of Athenian Citizenship in the South African Freedom Charter (4 marks) ..... 9
3.3 Integrating ‘Social and Moral Responsibility’ in Lessons to Guide Ethical Use of AI
(4 marks) ................................................................................................................................................. 9
QUESTION 4 ............................................................................................................................................ 10
, 2|Page
4.1 Examples from Personal Experience or Community Observations Illustrating
Concepts of Culture (8 marks)........................................................................................................ 10
4.2 Social Stratification in Schools and Strategies to Dismantle the Culture of
Categorisation (5 marks) .................................................................................................................. 11
4.3 Fostering Appreciation of Diversity in Gender, Class, Culture, and Race (8 marks) 12
QUESTION 5 ............................................................................................................................................ 13
5.1 Biological vs. Sociological Perspectives on Race (4 marks) .......................................... 13
5.2 How Race and Class Influence Access to Education and the Resulting Implications
(6 marks) ............................................................................................................................................... 14
5.3 Guidelines for Gender-Fair Teaching and Implementation Challenges (8 marks) ..... 15
5.4 Functionalist vs. Conflict Theorist Views on Access to Education (2 marks) ............ 16
References ............................................................................................................................................... 16
QUESTION 1
1.1 Distinguishing between Concepts
i) Citizenship, Equal Citizenship, and Citizenship Education
Citizenship refers to the legal and social status granted to individuals by a state,
conferring rights such as voting and responsibilities such as obeying the law. It
establishes one’s identity and participation in the political community.
Equal citizenship builds on this by emphasizing that all citizens, regardless of race,
gender, or class, should have the same rights, protections, and opportunities. In South
Africa, this is critical given the historical legacy of apartheid, where equal citizenship
was denied to the majority population.
Citizenship education refers to the pedagogical process of equipping learners with
knowledge, values, and skills needed to participate actively and responsibly in a
democratic society. It fosters civic literacy and promotes democratic engagement
(Arthur, Davies & Hahn, 2008).
ii) Minimalist and Maximalist View of Citizenship
