Citizenship Education through History Teaching in Mauritius

Education & History

By Sheetal Sheena Sookrajowa,
University of Mauritius

Marie Sophie Caroline Lafleur-Yallappa
& Ellen Vea Rosnes
VID Specialized University, Norway

Mauritius recognises an urgent need to revitalise citizenship education. As everywhere, the quality of a democracy is closely linked to its citizens’ participation in democratic processes, which in turn shapes its democratic outcomes. Recent examples of conflicts, migration crisis, protests and democratic backsliding around the world demonstrate that in diverse, unequal and fast-changing societies, the nexus between citizenship, identity, belonging, and democracy is under strain. Hence, in today’s globalised world, major concerns about learning how to ‘live together’ have also become increasingly pressing.¹

History and citizenship education can help foster a stronger sense of identity, belonging and democratic participation

Basically, citizenship encompasses important concepts such as ‘patriotic loyalty to a state… human rights, tolerance and respect for diversity… inter-dependence, development and sustainability.’² According to Elizabeth Matto et al. ‘a thriving and peaceful democracy requires an informed and engaged citizenry, but such citizenship must be learned.’ ³ 

In an article about the Transloyalties in Citizenship Education (TranCit) project, published in the European Research magazine, we argue that ‘if you don’t feel included as a citizen then there is a risk that you will distance yourself and feel that there is no room for you in society, that you don’t fit in… history is an important subject in this respect, as it can help shape how people see their nation and themselves.’

In a similar vein, as Gary Clemitshaw pertinently questions, can we have ‘citizenship without history?’ ⁴ History and citizenship are undeniably interdependent: together, they foster a sense of national identity and belonging, promote civic values, and encourage respect for human rights.⁵ Even scholars as James Arthur et al. acknowledge that ‘history teaching is at the vanguard of citizenship education; the past is the springboard from which citizens learn to think and act.’⁶

Mauritius’s rich colonial and political history provides distinctive opportunities to explore citizenship education and foster a more engaged citizenry both locally and at international level. Important subjects include the history of migration, slavery, indenture, constitutional developments, the universal suffrage, the historical understanding of the electoral system and the method of voting, the discussions towards independence, the importance of independence celebration and the national flag.

Learning about Mauritius’s colonial, social and political history lays the foundation for ‘shared histories’ and more active citizen participation in the democratic process. Such foundation will subsequently allow for deeper understanding about the current society including the discussions about the decolonisation of the Chagos islands, the political system and current attempts towards constitutional and electoral reforms.

However, history teaching must invite learners, educators, curriculum developers, and even policymakers to critically reflect on the continuities and discontinuities that influence today’s society. History also predicts tomorrow’s society. We have seen it recently with the British’s publication of a registry of the enslaved across its former colonies. This initiative has received tremendous attention from descendants of the enslaved. The bigger question is how we can utilise this initiative to solve the questions that surround identity, belonging and citizenship.

As pointed out by historian Satyendra Peerthum in a recent interview, the enslaved had identities and histories. This initiative changes how schooling must engage with history. History teaching must go beyond its current format. Instead, history must centre on fact inquiry. Fact inquiry is understood as engaging educators and learners into solving the present’s mysteries by exploring questions they deem are important. Furthermore, what this initiative tells us is that approaches towards history as a discipline are changing. Where globalisation and technologies come in, these approaches are almost instant. Mauritius is in dire need of following closely.   

Hence, to ensure a thriving democracy, citizenship education through history teaching should however not be restricted to primary and early secondary levels. In fact, citizenship education through history teaching should be offered at primary, secondary and tertiary levels as an independent compulsory subject. A collaborative effort between historians, political scientists, citizenship educators, curriculum developers, policy makers, practitioners, the civil society and the educational institutions will thus help to achieve an informed and engaged citizenry in Mauritius’s democracy.

References

¹ Deardoff, D. (2023, 19. May). Learning to Live Together as Key to Our Future. UNESCO.

https://www.unesco.org/en/articles/learning-live-together-key-our-future.

² Clemitshaw, G. (2008). Citizenship without history? Knowledge, skills and values in citizenship education. Ethics and Education, 3(2), 135-147.

³ Matto, E. C., Mccartney, A. R. M., Bennion, E. A., Blair, A., Sun, T., & Whitehead, D. M. (Eds.). (2021). Teaching Civic Engagement Globally. American Political Science

Association.

⁴ Clemitshaw, G. (2008). Citizenship without history? Knowledge, skills and values in citizenship education. Ethics and Education, 3(2), 135-147.

⁵ Ibid.

⁶ Arthur, J., Davies, I., Kerr, D., & Wrenn, A. (2003). Citizenship through secondary history. Routledge.

Mauritius Times ePaper Friday 2 October 2026