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Democracy for the few6/9/2023 ![]() However, the successive debut of the program in South African law schools in 1986 resulted in almost universal acceptance (Ibid, 6). This led to difficulties for the organization as the charged political climate in the Apartheid period indicated possible government barricades (Ibid, 6). The organization’s introduction to South Africa was the first time the program was established outside of the United States. It was created at a time of social unrest with a purpose of trying to impact society by targeting failing students “the idea was to develop a practical law curriculum law students could teach” (Ibid, 1). O’ Brien, three law students, and a law professor at Georgetown University Law Centre in 1972 (O’Brien, 1). Street Law was first established in the United States by Edward L. Organizing, Supporting, and Funding Entities ![]() Because of Street Law’s previous experience, the organization had time to re-think their practices before implementing it in South Africa. Despite the presence of numerous civic education programs, Street Law’s program(s) differs from others because it was initiated in South Africa after the organization’s success in the United States. The Kenya National Civic Education Programme, Peace-Building and Citizenship Education in Angola and Support to Civic Education Project are just a few of the civic education programmes in the region. Many civic education programmes have taken place in Africa before Street Law’s “Democracy for All” program. Street Law’s organizers believed that the skills and knowledge gained from participating in Street Law’s programs would ultimately increase the accountability of public servants and political leaders. ![]() The founders of Street Law believed that through supporting the inclusion of marginalized groups and building civic skills and conceptions of democratic citizenship, their program would help reduce corruption (Krawczyk and Sweet-Cushman, Understanding Political Participation, 137). The first program Street Law implemented outside the United States was established in South Africa in the 1980s and 90s. The program was implemented in various settings after instructing high school students, Street Law later offered classes in two Washington, D.C. In order to have a significant impact on a large number of students, they initially targeted high school students by educating them about their rights through training secondary school teachers (Ibid). With programs developed in more than 40 countries throughout Africa, the Americas, Europe, and the Middle East, Street Law was first established in the United States with the idea of developing a practical law curriculum that could be taught through interactive methods (O’Brien, 1). These individuals have a goal of advancing justice by empowering people with the legal and civic knowledge, skills, and confidence to bring about positive change for themselves and others (Annual Report, 3 Street Law, 1). ![]() The organization is comprised of tens of thousands of lawyers, law students, teachers, and high school students. Street Law aims to educate young people about law and government through developing classroom and community programs (Street Law, 1). “The goal was and is to teach non-lawyers, especially high school students, their legal rights and to empower them to become active, informed citizens in their society” (O’Brien, 1). In response to growing concerns over ethics, institutional capacity and poor governance in South Africa, Street Law, a global non-partisan and non-profit organization, implemented a ‘Democracy for All’ civic education programme to teach high school students and adults “the principles of democracy.” These principles include how government works in a democracy, checking the abuse of power, citizen participation and elections (). Types of Interaction Among Participants Discussion, Dialogue, or Deliberation Storytelling Listen/Watch as Spectator Decision Methods Not Applicable Communication of Insights & Outcomes Public Hearings/Meetings Type of Organizer/ManagerĮvidence of Impact Yes Implementers of Change Lay Public Targeted Demographics Youth Students Facilitators Yes Facilitator Training Trained, Nonprofessional Facilitators Face-to-Face, Online, or Both Open to All With Special Effort to Recruit Some Groups Specific Topics Higher Education Human Rights Location South Africa Scope of Influenceĭevelop the civic capacities of individuals, communities, and/or civil society organizations
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