International Journal of Science and Research (IJSR) ISSN: 2319-7064 ResearchGate Impact Factor (2018): 0.28 | SJIF (2019): 7.583 Volume 9 Issue 3, March 2020 www.ijsr.net Licensed Under Creative Commons Attribution CC BY Pedagogical Challenges in Teaching Civic Education in Secondary Schools in Zambia Magasu Oliver 1 , Muleya Gistered 2 , Mweemba Liberty 3 1 Kwame Nkrumah University-Kabwe, Zambia 2, 3 University of Zambia-Lusaka, Zambia Abstract: This study sought to establish the pedagogical challenges in the teaching of Civic Education in secondary schools in Zambia with a focus on the development and consolidation of education for democratic citizenship among the learners. This study took a qualitative approach and used a descriptive case study design. Data was collected using interviews, Focus Group Discussions (FGDs) and observations. Purposive sampling procedure was used to target seventy-three participants. Data collected was analysed using themes that emerged from the literature review and objectives of the study. The main findings among others were that teachers of Civic Education in secondary schools in Zambia used non-reflective strategies during teaching, that, Civic Education lessons were theoretically based and did not follow emancipatory approaches that are key in the development and consolidation of education for democratic citizenship. the learning environment in secondary schools did not give opportunities to learners to fully express themselves. Based on these findings, this study recommends that the Ministry of General Education (MoGE) should take a deliberate move to provide workshops/short courses aimed at supporting the teachers of Civic Education in applying appropriate approaches whenever, there are teaching Civic Education in schools. Keywords: Pedagogical Challenges; Civic Education; Education for Democratic Citizenship 1. Background and Context It is undeniable fact that Civic Education and/or Citizenship Education as it is called elsewhere is becoming pronounced in the school curricula in different countries. This point is well supported by scholars such as Muleya (2019), Muleya (2018), Muleya (2017a), Muleya (2017b), Muleya (2015); Muleya et al (2019) Cohen (2013); Van Deth (2013); Kennedy and Brunold (2016); Kerr (1999); Kennedy (2008); McCowan (2009); Biesta (2012); Peterson (2011) among others. The focus on Civic Education across different curricula is based on the understanding that as a subject, it promotes active participation of citizens or learners with the view to manage themselves in society and ensure that that everyone who needs help is supported (Muleya, 2016). While this may be the case with regard to what Civic Education does to the citizens, the manner in which the teachers of Civic Education teach the subject to these citizens or learners is without pedagogical challenges. The question one would pose is how can the teaching of Civic Education enhance active participation in the learners? This kind of understanding about Civic Education is important in that it creates opportunities and possibilities among the general citizenry to learn how they ought to relate with one another as well as respecting divergent views and supporting each other whenever need arises in the community. Despite the concept of Civic Education being highly contested, Gibson & Levine (2003) in Cohen (2013), gives an understanding that Civic Education is in fact composed of three main factors: The transmission of relevant knowledge, instilling of values and the development of dispositions. In this vein, teachers of Civic Education, through appropriate teaching strategies should transmit relevant knowledge which is substantial and not procedural. Through the process of learning, the learners must learn the values of democracy since Civic Education is informed by the values and norms of democracy. Furthermore, the learners need to develop qualities of mind and character in line with democratic values and norms through appropriate teaching strategies. This is a call that has been emphasized in the Zambia Educational Curriculum Framework (ZECF) of 2013 where teachers and teacher educators should as much as possible “use methods that promote active learners‟ participation and interaction (MoGE, 2013: 56).” In addition, learners should use methods that encourage learners to reflect, think and do rather than reproduce from rote learning. The rationale behind the introduction of Civic Education in Zambia was that: 1) Civics taught at junior level had created a gap between the upper secondary and tertiary levels and that there was an urgent need to bridge up this gap. This gap had an impact on senior secondary school leavers who in most cases graduated with little or no experience of Civic Education with regards to their roles, rights and obligations. Hence, this major development in the curriculum was identified as an important contribution to Zambia‟s educational system that is based on democratic principles and values. 2) The content at junior level was too loaded and detailed to be grasped by the level making learning difficulty for the learners at this stage of the school system. 3) The skills and values in the content were also limited to enable the learners understand and practice their civic rights and obligations (Irish Aid Report, 2002 in Muleya, 2015). It is clear that the re- introduction of Civic Education in Zambia was a response to societal needs in a liberal democratic society. Therefore, citizens are supposed to be engaged with political, legal, social, economic and cultural dimensions of the community and the country at large. The Paper ID: SR20327121153 DOI: 10.21275/SR20327121153 1483