ABSTRACT
In the course of over 200 years of citizenship education, the same concerns have constantly resurfaced, and corresponding remedies have with a degree of inevitability been recycled. Its proponents have habitually claimed that the underlying task of education is to produce good citizens. Many school subjects, in particular geography, history and social studies, have all laid claims to having crucial contributions to make to this end (see Batho, 1990). Citizenship education lobbies have in turn argued that citizenship education is too important to leave to individual subjects. They have therefore advocated a more pervasive curriculum framing as a more effective solution than the mere permeation of citizenship issues into separate subject areas.
