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This study was conducted in Malawi to investigate how the teaching of social studies in primary schools prepare students for active citizen participation following the re-introduction of multiparty democracy in 1994. The results of the study were: the social studies primary school curriculum is organized with broad spectrum content and appropriate suggested participatory pedagogies for the preparation of competent citizens at various societal levels; teachers demonstrated limited knowledge of active participatory learning as reflected in their teacher-centered lesson planning and delivery; both the teachers' and students' socio-cultural backgrounds contributed to the ineffective implementation of interactive classroom practices; teachers' use of English as a medium of instruction reduced students' active learning in the classrooms; and, primary school terminal examinations influenced the teachers' choice of teacher-centered classroom practices. Therefore, there was a discrepancy between the intentions and practice of the social studies curriculum and this affected the preparation of students for active participation in a democratic society.
About the author
Dr Ndalapa A C Mhango obtained a PhD in curriculum & instruction in 2008 from the Virginia Polytechnic Institute & State University in USA. Worked as a teacher educator for various colleges and universities in Malawi. He has also published in the International Journal of Science Education, Science Education, and International Handbook for Teachers.
