Abstract
Debates on citizenship, citizenship education and higher education are abundant, varied and contentious. Diverse interpretations predominantly guided by the liberal, communitarian and the republican theories amongst others have been submitted in trying to account for what would substantially constitute a socially just and democratic society. However, discussions on citizenship education and higher education in Zimbabwe have proved to be difficult to fully account for. There is scarcity of literature on citizenship education at higher education in post-colonial Zimbabwe. The few available sources besides being descriptive, they are broadly partisan, exclusionary, and intolerant of diversities and they blindly support the status quo. The study used John Rawls’ theory of justice which was critiqued by Robert Nozick entitlement theory and Amartya Sen’s capabilities approach respectively. A philosophical conceptual analysis approach, guided by Gadamer’s hermeneutics research paradigm was adopted to explore and defend the significance of an appeal for a moderate cosmopolitan theory of citizenship education. An exploration of higher education policies in post-colonial Zimbabwe confirmed the continuity of the colonial legacy of unjustified discrimination of others who deserved an equal standing in a socially just and democratic society...
Ph.D. (Philosophy of Education)