| Summary: | Citizenship Education in Zimbabwe was introduced in the school curriculum for the first time in 2007. This was a result of findings of the Presidential Commission of Inquiry into Education and Training (1999). The Commission points out that during its hearings the public blamed young people for anti-social behaviour and that they lacked the citizenship values and knowledge of citizenship issues. Citizenship education is regarded as the solution to the alleged problems. However, little is said about views of young people themselves on these issues. Little is also said about views of teachers who implement the programme in schools. This study investigated the position of students and teachers on these issues and further analysed documents on citizenship education in Zimbabwe to establish any possible underlying motives for the introduction of the subject at the time. Data from 161 students at two high schools (one rural and one urban) were collected by means of closed-ended self-reporting questionnaires while 21 teachers were involved in face-to-face interviews. A critical discourse analysis approach was used in the analysis of documents. Findings show that students in this study have some knowledge about citizenship matters. They, however, have difficulties with skills of interpretation of information on citizenship issues. Students are positive towards social movement issues but, like their teachers, are negative towards political matters. Teachers’ views regarding the concept citizenship, status of, methods and training needs in citizenship education vary and, on some issues, disagree with the Commission. The analysis of documents reveals a rhetoric which, in other similar contexts, points to hidden motives.
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