Navigating Pluralism: Implications for Citizenship Education in the South African Context

Johannes L. van der Walt, Nicolaas A. Broer and Charl C. Wolhuter

Summary:  Many contemporary societies are characterised by historical and deeply entrenched forms of diversity, thereby posing challenges for the achievement of national unity and for social cohesion. Challenges such as these are also evident in South Africa, where historical divisions, inequalities and tensions influence relationships among different sections of the population. This paper examines how Citizenship Education could contribute towards addressing such divisions by reflecting on the relationship between unity and diversity. Drawing on a literature study and an interpretivist-constructivist paradigm, it develops a philosophical-theoretical framework that approaches unity and diversity as intertwined onticities rather than as opposing or mutually excluding realities. Philosophical perspectives are invoked to contend that unity can be ensured while acknowledging the presence of diversity. It is contended that effective Citizenship Education should be based on an ethical approach that transcends group boundaries (diversity) and promotes (national) unity. The approach should incorporate an ethic of community, of moral responsibility, trust, safety, empathy, inclusivity, virtue and of care. Application of these ethics can promote respect, reciprocity, compassion, responsibility and a sense of belonging among learners and at the same time reinforce their commitment to the national common good. Analysis of South Africa’s Curriculum and Assessment Policy Statements (2011) and accompanying Life Skills and Life Orientation textbooks reveals that they already provide opportunities for addressing unity, diversity, inclusivity, community and morality. They do not, however, provide the systematic ethical guidance required for sustaining a principled balance between unity and diversity. A strong ethical value-driven Citizenship Education programme aimed at acquiring this principled balance is required to instil in learners a shared sense of belonging as well as an affirmation of diversity.