Learning Active Citizenship: Conflicts between Students' Conceptualisations of Citizenship and Classroom Learning Experiences in Lebanon

Autor/in	Akar, Bassel
Titel	Learning Active Citizenship: Conflicts between Students' Conceptualisations of Citizenship and Classroom Learning Experiences in Lebanon
Quelle	In: British Journal of Sociology of Education, 37 (2016) 2, S.288-312 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2014.916603
Schlagwörter	Learning Experience; Qualitative Research; Community Development; Citizenship Education; Teaching Methods; Foreign Countries; Student Attitudes; Textbooks; Memorization; Civics; Informal Education; Private Schools; Conflict; Voting; Civil Rights; Knowledge Level; Secondary School Students; Student Surveys; Community Needs; Student Characteristics; Lebanon + Suchen Sie Ihr Suchwort? Lernerfahrung; Qualitative Forschung; Community; Development; Entwicklung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Schülerverhalten; Textbook; Text book; Schulbuch; Lehrbuch; Gedächtnistraining; Staatsbürgerkunde; Informelle Bildung; Nichtformale Bildung; Private school; Privatschule; Konflikt; Abstimmung; Bürgerrechte; Grundrechte; Zivilrecht; Wissensbasis; Sekundarschüler; Schülerbefragung; Libanon
Abstract	Education for active citizenship continues to be a critical response for social cohesion and reconstruction in conflict-affected areas. Oftentimes, approaches to learning and teaching in such contexts can do as much harm as good. This study qualitatively examines 435 students' reflections of their civics classroom learning experiences and their existing conceptualisations of good citizenship. The majority of students revealed notions of citizenship representing high levels of engagement in community-building activities. Furthermore, students either described or illustrated how the prescriptive nature of the textbook and memorisation of material contradicted their notions of active citizenship. While details of how students conceptualised active citizenship illustrated formal and informal learning opportunities, the findings suggest that civics as currently instructed in classrooms may, by and large, be undermining the aims of education in Lebanon for active citizenship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01