Learning active citizenship: conflicts between students’ conceptualisations of citizenship and classroom learning experiences in Lebanon

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.

Dialogic pedagogies in educational settings for active citizenship, social cohesion and peacebuilding in Lebanon

“…However, the dominant didactic learning and teaching practices in Lebanese schools (Shuayb, 2007), particularly civics (Akar, 2012(Akar, , 2014 and history (Abouchedid et al, 2002) classrooms, undermine the intention to engage learners in dialogic activities. In civics classrooms, where teachers and students most commonly address topical and sensitive issues, teachers often steer away from debates and discussions in fear of emotional repercussions (Akar, 2012).…”

Etkili vatandaşlık ve çatışma çözme becerisi

“…Alanyazında etkin vatandaşlık konusunda öğretmen görüşlerini ve Sosyal Bilgiler dersinde yaşanan sorunları ele alan (Ersoy, 2007;Ersoy, 2014;Kara vd., 2012); etkin vatandaşlığın sınıf içinde öğretimini ortaya koyan ve öneri getiren (Akar, 2016;Hablemitoğlu ve Özmete, 2012;Keser, Akar ve Yıldırım, 2011;Sharma, 2015;Smith ve Graham, 2014); sivil toplum kuruluşları bağlamında etkin vatandaşlığı inceleyen (Çakmaklı, 2015;Edwards vd., 2015) çalışmalar bulunmaktadır. Çatışma çözme sürecini ise genellikle alanyazında deneysel yöntemlerle ele alan çalışmalar (Mutlu ve Serin, 2012;Gündoğdu, 2009;Gürdoğan Bayır, 2015;Türnük vd., 2009, Erem, 2008Sünbül, 2008;Zengin, 2008, Sarı, 2005Burnes, 2007;Catterall, 2007;Mayorga, 2005;Warner, 2005) bulunmaktadır.…”

Influences of nationalisms on citizenship education: revealing a ‘dark side’ in Lebanon

“…In the survey packs that 435 students in grades 10 and 11 completed (Akar ), 44.7 per cent placed ‘knowing the history of the country’ among the bottom three spaces of a nine‐part diamond ranking exercise. The students' written comments near the most and least important showed that their concerns lie mainly with the condition of history education in Lebanon.…”

“…Through semi‐structured interviews, teachers reflected on their understandings of citizenship, aims of citizenship education and classroom teaching experiences (Akar ). The students, from grades 10 and 11 civics classrooms, completed survey packs that examined their conceptualisations of citizenship and learning experiences through open‐ended questions and a diamond ranking exercise (Akar ).…”

“…We do not argue that the Lebanese programme for civics, geography and history guarantees effective learning experiences for an inclusive and democratic form of citizenship. Indeed, current pedagogical practices in history (Abouchedid et al ) and civics (UNDP et al , Shuayb , Akar ) adhere to traditions of learning content for recitation with little or no support to critically reflect and act on topical issues. However, the process of selecting non‐Arabic texts in some private fee‐paying schools may be just as unfavourable or even detrimental.…”