Emancipatory citizenship education in action: Discourse ethics and deconstruction (PART 1)

Abstract

This paper elucidates the importance of emancipatory education to social work education and training, identifies the objectives and underlying epistemologies of a course on Human Behaviour and the Social Environment, and emphasises the importance of negotiating relationships for the creation of a participatory and emancipatory approach to education. It reflects the application of Habermas's (1996) theory of communicative action and discourse ethics to complex issues including HIV/AIDS and the relationship between race, class and gender and the relationship of these to issues of power, privilege, status and access to resources in the South African context. The incorporation of creative, experiential and empowerment-based teaching/learning strategies are central to the development of critical consciousness in students, and for facilitating effective and meaningful citizen participation among students. The paper also highlights the potentially damaging, albeit unintended, consequences of such teaching strategies.