"Everyone Has to Find Themselves in the Story": Exploring Minority Group Representation in the Citizenship Curriculum in Northern Ireland and Israel

Autor/in	Hanna, Helen
Titel	"Everyone Has to Find Themselves in the Story": Exploring Minority Group Representation in the Citizenship Curriculum in Northern Ireland and Israel
Quelle	In: Diaspora, Indigenous, and Minority Education, 10 (2016) 2, S.84-97 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2015.1084922
Schlagwörter	Minority Groups; Self Concept; Cultural Pluralism; Foreign Countries; Citizenship Education; Culturally Relevant Education; Governance; Curriculum; Comparative Analysis; Socialization; Cross Cultural Studies; Civil Rights; Qualitative Research; Arabs; Jews; Protestants; Catholics; Teacher Attitudes; Student Attitudes; Focus Groups; Israel; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Selbstkonzept; Kulturpluralismus; Ausland; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Curricula; Lehrplan; Rahmenplan; Socialisation; Sozialisation; Cultural comparison; Kulturvergleich; Bürgerrechte; Grundrechte; Zivilrecht; Qualitative Forschung; Arab; Araber; Jew; Jude; Jüdin; Juden; Protestantism; Protestantismus; Katholik; Lehrerverhalten; Schülerverhalten
Abstract	This article explores understandings of minority group representation in citizenship education in Northern Ireland and Israel, from the point of view of students, teachers, and policy makers. It is set against the background of the minority-majority group dichotomy within societies divided along ethnonational lines, and the challenge of delivering a common citizenship curriculum to a diverse group in such a context. Starting with interpretations of international law that state that education should be culturally appropriate and flexible to the needs of a particular community, the article considers several interrelated ideas: proportional representation of the minority in educational governance, students being able to "find themselves in the story" of the curriculum, and the debate over a common versus a differentiated curriculum. Interjurisdiction comparisons allow for exploration of varied understandings of citizenship education as socialization, and of potential responses to the challenge of balancing unity and diversity in a divided or multicultural society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01