SED2601
Assignment 3
Due 23 July 2025
,SED2601 Assignment 3
Due 23 July 2025
Question 1
1.1 Distinguish Between the Following Concepts
i) Citizenship, Equal Citizenship, and Citizenship Education
• Citizenship: Citizenship denotes the legal and social status of membership in a
state, entailing rights (e.g., voting, access to education) and responsibilities (e.g.,
civic participation, adherence to laws) (Marshall, 1950). It defines an individual’s
relationship with the state, shaping their societal role.
• Equal Citizenship: This principle ensures that all citizens enjoy identical rights
and responsibilities, irrespective of race, gender, or class (Young, 1989). In South
Africa, the 1996 Constitution enshrined equal citizenship to redress apartheid’s
exclusionary policies, though socio-economic disparities persist (Motala &
Pampallis, 2001).
• Citizenship Education: This educational process equips students with
knowledge of their rights, responsibilities, and democratic roles, fostering active
participation (Banks, 2008). In South Africa, the Life Orientation curriculum
emphasizes democratic values, social justice, and civic engagement (SoE, pp.
52–53).
Critical Engagement: Citizenship education is pivotal for empowering students, but its
effectiveness is limited in under-resourced schools, where access to quality education
undermines the realization of equal citizenship (Giroux, 1988).
, ii) Minimalist and Maximalist View of Citizenship
• Minimalist Citizenship: This view prioritizes legal status and basic rights, such
as voting, with minimal expectations for active participation (Kymlicka, 1995).
• Maximalist Citizenship: This view emphasizes active engagement in civic and
political life, advocating for a broader range of responsibilities and participation
beyond basic legal rights (Fraser, 1990).
Critical Engagement: Minimalist citizenship risks fostering apathy in democratic
societies like South Africa, where active engagement is essential to address historical
inequalities. Maximalist citizenship, while ideal, demands resources and education that
marginalized groups often lack, highlighting structural barriers (Fraser, 1990).
1.2 Explain the Cosmopolitan View of Citizenship
Cosmopolitan citizenship transcends national boundaries, viewing individuals as part of
a global community with shared responsibilities for human rights, sustainability, and
cultural exchange (Appiah, 2006). It encourages global awareness while promoting local
action, such as addressing climate change through community initiatives. In South
African education, this view is integrated into curricula that explore global issues like
migration or environmental justice (SoE, p. 68).
Critical Engagement: Cosmopolitan citizenship fosters global solidarity but may clash
with South Africa’s focus on national redress, requiring a balance between global and
local priorities (Nussbaum, 1996).
1.3 Compare and Contrast Ancient and Modern Citizenship and Their Influence on
South Africa
• Ancient Citizenship: In societies like Athens, citizenship was participatory,
involving direct governance (e.g., assemblies), but was restricted to elite male
landowners, excluding women and slaves (Aristotle, 1981). It emphasized civic
duty within a homogenous group.
Assignment 3
Due 23 July 2025
,SED2601 Assignment 3
Due 23 July 2025
Question 1
1.1 Distinguish Between the Following Concepts
i) Citizenship, Equal Citizenship, and Citizenship Education
• Citizenship: Citizenship denotes the legal and social status of membership in a
state, entailing rights (e.g., voting, access to education) and responsibilities (e.g.,
civic participation, adherence to laws) (Marshall, 1950). It defines an individual’s
relationship with the state, shaping their societal role.
• Equal Citizenship: This principle ensures that all citizens enjoy identical rights
and responsibilities, irrespective of race, gender, or class (Young, 1989). In South
Africa, the 1996 Constitution enshrined equal citizenship to redress apartheid’s
exclusionary policies, though socio-economic disparities persist (Motala &
Pampallis, 2001).
• Citizenship Education: This educational process equips students with
knowledge of their rights, responsibilities, and democratic roles, fostering active
participation (Banks, 2008). In South Africa, the Life Orientation curriculum
emphasizes democratic values, social justice, and civic engagement (SoE, pp.
52–53).
Critical Engagement: Citizenship education is pivotal for empowering students, but its
effectiveness is limited in under-resourced schools, where access to quality education
undermines the realization of equal citizenship (Giroux, 1988).
, ii) Minimalist and Maximalist View of Citizenship
• Minimalist Citizenship: This view prioritizes legal status and basic rights, such
as voting, with minimal expectations for active participation (Kymlicka, 1995).
• Maximalist Citizenship: This view emphasizes active engagement in civic and
political life, advocating for a broader range of responsibilities and participation
beyond basic legal rights (Fraser, 1990).
Critical Engagement: Minimalist citizenship risks fostering apathy in democratic
societies like South Africa, where active engagement is essential to address historical
inequalities. Maximalist citizenship, while ideal, demands resources and education that
marginalized groups often lack, highlighting structural barriers (Fraser, 1990).
1.2 Explain the Cosmopolitan View of Citizenship
Cosmopolitan citizenship transcends national boundaries, viewing individuals as part of
a global community with shared responsibilities for human rights, sustainability, and
cultural exchange (Appiah, 2006). It encourages global awareness while promoting local
action, such as addressing climate change through community initiatives. In South
African education, this view is integrated into curricula that explore global issues like
migration or environmental justice (SoE, p. 68).
Critical Engagement: Cosmopolitan citizenship fosters global solidarity but may clash
with South Africa’s focus on national redress, requiring a balance between global and
local priorities (Nussbaum, 1996).
1.3 Compare and Contrast Ancient and Modern Citizenship and Their Influence on
South Africa
• Ancient Citizenship: In societies like Athens, citizenship was participatory,
involving direct governance (e.g., assemblies), but was restricted to elite male
landowners, excluding women and slaves (Aristotle, 1981). It emphasized civic
duty within a homogenous group.
