ASSESSMENT 03 SED2601

INITIALS AND SURNAME: WS NGUBENI

STUDENT NUMBER: 22485295

QUESTION 1
1.1 (a) Modern democracy- refers to a form of government where the power is vented in the
people, who exercise it directly or through elected representatives. It is a political system
where citizens have the power to participate in decision-making processes.
In South Africa it is defined as a parliamentary representative democratic republic, wherein
the president of South Africa, elected by parliament, is the head of government and of a
multi-party system. Most eligible citizens have an equal say in determining the decisions
that have an impact on their lives. Key features of modern democracy include:
Rule of Law: The law is applicable to everyone in the land, including those in positions of
leadership.
Individual rights: Encompasses the aspect for human rights and protection of individual
liberties and rights, such as the right of speech, assembly, and religion.
(b) Citizenship education- refers to the aspects of education at school level intended to prepare
students to become active citizens, by ensuring that they have the necessary knowledge, skills,
and attitudes to contribute to the development and well-being of the society in which they live.
It also defined as the education that provides the background knowledge necessary to create
ongoing stream of new citizens participating and engaging with the creation of a civilized
society.
1.2 There are two main types of citizenship education: The two major kinds of citizenship
education: Active citizenship education and Passive citizenship education.
Passive citizenship education:
Focuses on providing individuals with knowledge and skills needed to be informed and
responsible citizens. It emphasizes the learning of structures and rights of citizens. It gives much
importance to hearing about history, government functions, and laws. It often gives less
importance to practical involvement/engagement and participation.
Activist Citizenship Education:
Focuses on encouraging individuals to actively participate in their communities and society as a
whole. It promotes actual participation/involvement and engagement in the operations of civic
life. It involves several first-hand experience activities such as debates, community service,
volunteering, advocacy, political engagement and simulations of democratic processes. It builds
practical competences and feelings of empowerment. By actively engaging in society, individuals
can develop a deeper understanding of the issues facing their communities and work towards
finding solutions.
Preferred Approach: Active Citizenship Education
Furthermore, active citizenship education provides learners with hands-on experiences that
allow them to apply their knowledge in real-world situations, fostering critical thinking and
problem-solving skills.
Overall, the active citizenship education approach is ultimately more effective in preparing
learners to become informed, engaged, and responsible members of society. By encouraging
individuals to take an active role in their communities, we can empower them to make a
positive difference and contribute to a more just and equitable society.

1.3 Policies under the Apartheid were: No voting rights for non-whites. Non-whites or the blacks
were denied their rights including the right to vote.
Strict Segregation- The apartheid system was harsh and oppressive for the blacks. They were
forbidden from living in white areas and contact between the two groups would be limited. The
different racial groups were physically separated according to their location, public facilities and
social life.

Question 2
2.1 Historical context: South Africa’s transition from apartheid to democracy is a significant part
of its history. Learners need to understand the reasons for this transition, the struggle for
freedom and democracy, and the sacrifices made by many individuals to achieve it.
Civic participation: Understanding democracy helps learners to understand their rights and
responsibilities as citizens. It encourages active participation in the democratic process, such as
voting, engaging in public discourse, and holding leaders accountable.
Equality and inclusivity: Democracy is founded on the principles of equality and inclusivity,
ensuring that all individuals have a voice and equal opportunities to participate in society.
Learners need to understand how democracy promotes social justice and human rights for all
citizens.
Respect for diversity: South Africa is a diverse country with different cultures, languages, and
beliefs. Democracy encourages respect for diversity and the protection of minority rights.
Learners need to understand how democracy promotes tolerance, inclusion, and harmony
among different groups.
Sustainable development: Democracy essential for sustainable development and economic
growth. Learners need to understand how democratic principles, such as the rule of law, free-
market economy, and protection of property rights, contribute to societal progress and
prosperity.
Overall, understanding the notion of democracy in the new South Africa is crucial for learners to
become informed and engaged citizens who can contribute positively to their communities and
the country as a whole.
2.2 A hard notion of community participation refers to learning by doing and creating
opportunities to learn about citizenship in school but also outside of the school walls. Hard
participation provides citizens with the tools and structures to effect change through formal
channels, while soft participation nurtures the social fabric and personal connections that
facilitate a sense of community and belonging.
Soft notion of community participation focuses on informal, experiential, and relational aspects
of engagement. This perspective highlights the role of individual experiences, connections
identities in fostering a sense of belonging and active citizenship. Soft participation nurtures the
social fabric and personal connections that facilitate a sense of community and belonging.
Students rely on the school curriculum to learn about citizenship education.
2.3 A cosmopolitan citizenship education project aims to soften oppositional identities and
provide access to settings for cosmopolitan exchange. People form and strengthen
cosmopolitan attitudes, interests and loyalties by engaging in such exchanges. It involves
teaching students to see themselves as members of a global community, rather than just
citizens of a particular nation. This approach stresses the shared values and responsibilities that
all humans have towards each other, regardless of nationality. It helps students develop a
deeper sense of empathy and understanding towards people from different cultures and
backgrounds. By learning about global issues and the interconnectedness of the world, students
can become more tolerant and accepting of others. This can also help them develop critical
thinking skills as they learn to analyze complex global problems and consider different
perspectives. It can also help students become more active and engaged citizens in their own
communities and beyond. By understanding their role in a global society, students may be more
inclined to take action on issues such as climate change, poverty, and human rights violations.
This can lead to a more informed and socially responsible citizens that is committed to creative
positive change in the world. It also has the potential to create more engaged and responsible
global citizens who are equipped to address the challenges of the century.

Question 3
3.1 Social stratification refers to a society’s categorization of its people into rankings based on
factors like wealth, income, race, ethnicity, gender, education, family background, and power. In
any society, social stratification can be based on various criteria, including:
-Economic factors (wealth, income, occupation
-Social factors (education, family, background, social connections)
-Cultural factors (race, ethnicity, religion, language)
-Political factors (power, influence, authority)
Social stratification can lead to social in equality, where certain groups have more access to
resources and opportunities than others. It can also influence an individual’s life chances,
opportunities, and experiences.
There are different types of social stratification system, including:
-Caste system (based on birth and occupation)
-Class system (based on economic factors)
-Estate system (based on feudalism and occupation)
-Status system (base on social prestige and honor)
3.2
i) Gender-refers to the socially constructed roles, behaviors, and expectations associated with
being male or female in a particular society. It’s a cultural and social construct that shapes our
understanding of masculinity and femininity. Gender is not the same as biological sex, which
refers to physical characteristics. It also described as a social institution that structures the
organization of other institutions, such as labor market, families, and the state, as well as the
social relations of everyday life. Gender includes:
-Gender roles: societal expectations around work, family, and relationships.
-Gender norms: unwritten rules guiding behavior and appearance
-Gender identity: individual understanding of one’s own gender.
-Gender expression: outward presentation of gender through behavior, appearance, and style.
Sociologists study how gender shapes experiences, opportunities, and relationships, and how it
intersects with other social categories like race, class, and sexuality.
ii) Diversity- refers to the presence of different groups or individuals with unique characteristics,
experiences, and backgrounds within a society or organization. It encompasses various
dimensions, including:
-Racial and ethnic diversity -Sexual orientation diversity
-Gender diversity -Ability and disability diversity
-Age diversity -Socioeconomic diversity
-Religious diversity
Sociologists examine how diversity affects social dynamics, power relations, and access to
resources. They also explore how organizations and societies can promote inclusivity, equity,
and social justice by valuing and managing diversity effectively.
3.3 Access- refers to the ability of individuals to obtain or use a particular service, resource, or
opportunity. In context of schooling, access include factors such as the availability of schools,
transportation to and from schools, affordability of education, and any barriers that may
prevent certain groups from attending school. It also, refers to the ability to enter, participate in,
and benefit from schooling. It encompasses various dimensions, including:
-Physical access: proximity to schools, transportation, and physical infrastructure
-Economic access: ability to afford tuition, fees, and educational materials
-Social access: inclusion and acceptance within the school community, regardless of race,
gender, or class.
-Cultural access: relevance and sensitivity of curriculum and teaching methods to diverse
backgrounds
-Information access: availability of information about educational opportunities and resources.
3.4 Access to education is undeniably influence by the race, class, and gender of all the learners.
This claim can be justified through several arguments:
-Race: significantly impacts access to education. Systemic racism is deeply rooted in many
educational systems, leading to inequalities in opportunities. Curriculum often lacks diverse
representation, perpetuating Eurocentric perspectives.
-Class: Socioeconomic status determines access to quality schools, resources, and
extracurricular opportunities. Limited access to technology and internet hinders learning
opportunities.
-Gender: Stereotypes and biases influence subject choices and career guidance. Gender-based
violence and harassment create hostile learning environments.
These factors intersect and compound, resulting in unequal access to quality education.
QUESTION 4
4.1 Identity refers to the unique characteristics, traits, and attributes that define an individual or
group, shaping their sense of self and place within society. It encompasses various aspects,
including:
-Personal identity (individual characteristics, values, and experiences.
-Social identity (group memberships, roles, and affiliations)
-Cultural identity (shared values, beliefs, and practices of a cultural group)
-Collective identity (shared sense of purpose and belonging among group members)
4.2 Culture refers to the shared values, beliefs, customs, behaviors, artifacts, and symbols that
are transmitted from one generation to the next within a group or society. It encompasses the
ways of life, traditions, and practices that define a community’s identity and shape its members’
experiences.
4.3 i) Culture as tradition: examples -Japanese Tea Ceremony
-The traditional Japanese Tea Ceremony is a centuries-old ritual that embodies the country’s
cultural heritage. It is highly formalized and structured ceremony in which green tea is prepared
and served to guests in a specially designed room. The ceremony is not just about drinking tea,
but about the art of the ceremony itself, the beauty of nature, and the spiritual connection
between host and guests. This tradition is passed down from generation to generation,
preserving Japan’s cultural identity.
ii) Culture as Symbol System: example-The American Flag
-The American flag is a symbol of the United States, representing the country’s history, values,
and principles. The flag’s colors, stripes, and stars have specific meanings, and its display evokes
feelings of patriotism and national pride. The flag is a powerful symbol that communicates
American culture and identity, both within the country and internationally.
iii) Culture as Motive and Emotion: example- Brazilian Carnival
-Brazilian Carnival is a vibrant and energetic celebration that showcases the country’s cultural
passion and joy. The music, dance, and costumes are all expressions of Brazilian culture’s
emphasis on creativity, spontaneity, and community. Carnival is a time for self-expression, social
bonding, and emotional release, demonstrating how culture can motivate and evoke strong
emotions in individuals and communities.
4.4 Creating a safe and inclusive classroom environment where all students feel valued and
respected. This could involve promoting open communication, mutual respect, and empathy
among students, as well as providing support for victims of discrimination. As a teacher, I would
introduce the following practices to address discrimination in schools:
1. Inclusive Curriculum: Incorporate diverse perspectives, histories, and experiences into the
curriculum to promote understanding and empathy.

2. Safe Space Creation: Establish a safe, welcoming environment where students feel
comfortable sharing concerns and ideas.

3. Anti-Bias Training: Provide regular training for teachers and staff to recognize and address
biases and microaggressions.

4. Student-Led Discussions: Facilitate student-led discussions on social issues, encouraging

active listening and respectful dialogue.
QUESTION 5
5.1 As a teacher, I strive to create an inclusive learning environment. Gender-fair teaching
guidelines aim to promote equity and challenge gender stereotypes. Some guidelines include:
1. Avoiding gendered language and assumptions
2. Encouraging diverse role models and representations
3. Promoting equal participation and opportunities
4. Addressing gender-based bullying and harassment
5. Incorporating gender-sensitive curriculum content
However, implementation challenges may arise:
-Resistance to change: Some teachers or parents might be uncomfortable with non-traditional
gender roles or perspectives.
Example: A teacher faces opposition when introducing a lesson on gender expression, as some
parents believe it contradicts their values.
-Lack of training and resources: Teachers might need support and materials to effectively
implement gender-fair practices.
Example: A school lacks access to diverse textbooks, making it difficult for teachers to
incorporate inclusive representations.
- Cultural and societal influences: Gender norms and expectations can vary across cultures, and
teachers must navigate these differences sensitively.
Example: A teacher struggles to address gender-based bullying in a community where
traditional gender roles are deeply ingrained.
- Balancing individual needs: Teachers must consider diverse student needs, including those
with varying gender identities or expressions.
Example: A teacher faces challenges in supporting a transgender student in a school with
limited resources and infrastructure.
5.2Achieved characteristics" refer to the qualities, traits, or attributes that an individual acquires
or develops through their own efforts, experiences, and choices. These characteristics are not
innate or ascribed at birth, but rather are earned or attained over time.

Examples of achieved characteristics include:

1. Education level
2. Occupational status
3. Income
4. Social status
5. Skills and expertise
6. Language proficiency
7. Cultural knowledge
8. Personal achievements (e.g., awards, certifications)
Achieved characteristics are distinct from "ascribed characteristics," which are attributes
assigned to individuals at birth or assumed by society, such as: race, ethnicity, gender, age,
family background. The distinction between achieved and ascribed characteristics is important
in sociology because it highlights the role of individual agency and social structure in shaping
our lives. Achieved characteristics reflect our personal efforts and opportunities, while ascribed
characteristics are often beyond our control.
5.3SGBs (School Governing Bodies) are likely to be in the middle to upper class. Here's why:
a) Education: SGB members often hold higher education qualifications, which is a characteristic
associated with middle to upper-class individuals.
b) Professional background: Many SGB members have professional backgrounds, such as
business, law, or education, which are typically middle to upper-class occupations.
c) Social capital: SGB members often have social connections and networks that enable them to
access resources and influence decision-making, a hallmark of middle to upper-class individuals.
d) Time commitment: Serving on an SGB requires a significant time commitment, which may be
more feasible for individuals with flexible work arrangements or financial security, characteristic
of middle to upper-class individuals
UNIVERSITY ASSESSMENTS

DECLARATION FORM

(Your Assessment will not be marked if this is not completed

I, Wanele Samantha Ngubeni

(Name & Surname)

Module code: SED2601

Hereby declare the following:
I understand UNISA’S policy on plagiarism. This assignment is my original work produced by
myself. I have duly acknowledged all the other people’s work (both electronic and print) through
the proper reference techniques as stipulated in this module.

I have not copied work of others and handed it in as my own. I have also not made my work
available to any fellow students to submit as their own.

Signature: Vgubeni WP Date: 25 July 2024