Abstract
The paper builds on and contributes to literature in citizenship education studies in higher education. Many studies in this field have explored the history, development and implementation of various forms of citizenship formation as an advancement of social justice. However, little has been written on how the formation of critical democratic citizens 2 links with the notion of sustainable learning environments and how it relates to social justice. Studies by McKinney (2007); Waghid (2007; 2009), Lange (2012); and Leibowitz, Swartz, Bozalek, Carolissen, Nicholls &Rohleder(2012) are among those on citizen formation in the South African higher education context. Thisconceptual paper argues that the formation of critical democratic citizens through higher education relates not only to social justice, but also to the advancement of sustainable learning environments (SLEs) beyond physical spaces. The paper explores the normative value of a democratic education theory, Marion Young’s (1990) theory of justice and the politics of difference, and human development principles in advancing citizenship education. These foster both sustainable learning environments and social justice. A democratic education theory lays the foundation for an inclusive and deliberative form of education, while a theory of justice and politics of difference advances better justice and an environment that is non-oppressive. Human development principles set the tone for a sustainable human development, which becomes a framework through which asustainable learning environment is built in pursuit of social justice. Drawing on a Capabilities Approach framework and the philosophy of Ubuntu, with emphasis on substantive freedoms, opportunities, and the thriving of the common good, the paper illustrates how citizenship education advances a conception of sustainable learning environments and social justices not necessarily limited to physical spaces, distributive justice or economic motives, but inclusive of institutional arrangements, policy issues and relational justice.
Highlights
The paper builds on and contributes to literature in citizenship education studies in higher education
A democratic theory provided by Amy Gutmann (1987), Iris Marion Young’s (1990) theory of social justice and the politics of difference, human development principles, a capability approach, as well as the philosophy of Ubuntu, will be used to provide a framework through which citizenship education and human capabilities play a role in this matrix
It becomes imperative to reimagine the role of HE as limited to economic terms or employability, but to expand and secure the well-being of individuals through the formation of critical democratic citizens .While economic structures are important as an aspect of plural well-being, they should not be advanced at the expense of the socio-political role of development as a participatory and dynamic process
Summary
Rogayah & Hafizah (2009) ascertain that learningenvironments can be viewed through many perspectives. (2009) describes learning environments as circumstances - endogenous and exogenous, which may impede or promote capacities of learners in the process of learning. From these definitions, I conceive the range of learning environments to be expansive, ranging from the most immediate social interactions to the more remote cultural and institutional forces. While I agree with the assertion that the concept of learning environment has been well recognised in the educational literature, the focus has been limited to the physical environment and the classroom environment, instead of being inclusive of other interactive forces and institutional arrangements that influence the students’ learning outcomes. I will turn to the definition of Sustainable Learning environments (SLE)
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