Civics Curriculum in Arab Schools: Teachers Facing Ethical and Ideological Dilemmas in the Classroom

Autor/in	Halabi, Rabah
Titel	Civics Curriculum in Arab Schools: Teachers Facing Ethical and Ideological Dilemmas in the Classroom
Quelle	In: Curriculum Journal, 33 (2022) 3, S.396-409 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1002/curj.137
Schlagwörter	Civics; Arabs; Ethics; Ideology; Foreign Countries; Controversial Issues (Course Content); Minority Group Teachers; Teacher Attitudes; Israel + Suchen Sie Ihr Suchwort? Staatsbürgerkunde; Arab; Araber; Ethik; Ideologie; Ausland; Controversial issues; Kontroverse; Lehrerverhalten
Abstract	The goal of this research is to gain an understanding of how Arab civics teachers in Israel teach material that is inconsistent with their beliefs and aspirations. To this end, I conducted qualitative research employing interpretative phenomenological analysis. The findings show that different teachers find different ways to deal with the challenge. One group of teachers concentrates on teaching the programme as it is in order to avoid getting into trouble. Another group cautiously introduces creative strategies to expose the students to the Arab narrative that does not appear in the programme. A third group deals with the challenge directly. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01