Teaching for the preparation of participatory citizens in a democracy: Teaching of social studies in

This study was conducted in Malawi to investigate how the teaching of social studies in primary schools prepare students for active citizen participation following the re-introduction of multiparty democracy in 1994. The results of the study were: the social studies primary school curriculum is organized with broad spectrum content and appropriate suggested participatory pedagogies for the preparation of competent citizens at various societal levels; teachers demonstrated limited knowledge of active participatory learning as reflected in their teacher-centered lesson planning and delivery; both the teachers' and students' socio-cultural backgrounds contributed to the ineffective implementation of interactive classroom practices; teachers' use of English as a medium of instruction reduced students' active learning in the classrooms; and, primary school terminal examinations influenced the teachers' choice of teacher-centered classroom practices. Therefore, there was a discrepancy between the intentions and practice of the social studies curriculum and this affected the preparation of students for active participation in a democratic society.