Are Schools Educating toward Active Citizenship? The Internal School Struggle between Contradictory Citizenship Models

Autor/inn/en	Wahrman, Hillel; Hartaf, Hagit
Titel	Are Schools Educating toward Active Citizenship? The Internal School Struggle between Contradictory Citizenship Models
Quelle	In: Education, Citizenship and Social Justice, 16 (2021) 1, S.3-16 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wahrman, Hillel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/1746197919859993
Schlagwörter	Phenomenology; Citizenship Education; Teaching Methods; Informal Education; High School Students; Civics; Administrator Attitudes; Models; Student Attitudes; Professional Autonomy; Decision Making; Democratic Values; Foreign Countries; Prosocial Behavior; Role Models; Arabs; Jews; Citizen Participation; Israel + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Informelle Bildung; Nichtformale Bildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Staatsbürgerkunde; Analogiemodell; Schülerverhalten; Berufsfreiheit; Decision-making; Entscheidungsfindung; Ausland; Identifikationsfigur; Arab; Araber; Jew; Jude; Jüdin; Juden; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung
Abstract	This article investigates the phenomenology of "Social Education Coordinators" in Israeli high schools regarding school's civic education. Twenty-one semi-structured interviews were conducted, followed by a two-stage coding process. The Social Education Coordinators indicate that their schools seem to be unified behind the goal of maximal citizenship. However, their unique position as agents of non-formal pedagogies gains them insight into the role of pedagogy in advancing various citizenship models and the "struggle" in schools between opposing pedagogies and citizenship models. Formal pedagogies are understood to be incoherent; they speak of maximal citizenship, however, habituate minimal citizenship. Informal pedagogies are understood to be coherent, to both speak and habituate maximal citizenship. From the Social Education Coordinators' perspective, their attempt to insert meaningful informal pedagogies and true maximal citizenship is "subversive" and a show of agency. They perceive themselves as still weak but significant players in providing students with 'voice' in the public sphere. This analysis may advance our understanding of schools as arenas of incoherency and contradictions, of simultaneously pushing toward contradictory civic education ideals; it may highlight the civic significance of pedagogy choice and raise the issue of cultivating informal civic education pedagogies as a basic student right, a democratic right to cultivate 'voice'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01