Full Description
Citizenship Education in Conflict-Affected Areas examines the practices of learning and teaching citizenship in Lebanon, and explores the implications of the research findings for those working in other sites affected by conflict.
Bassel Akar analyses rich empirical data, such as semi-structured interviews with teachers and open-ended survey packs with children in classrooms, which reveal conflicts in notions of citizenship and pedagogical approaches. These in-depth explorations of classroom learning and teaching show the hidden and subtle factors that often subvert intentions to promote social cohesion and active citizenship through education. Examining how individual conceptualizations of citizenship influence approaches to learning and teaching and vice versa, the author argues that learning citizenship in schools can undermine aims of democratic participation, dialogue and critical thinking. He concludes and considers why classroom learning of civic education in Lebanon can actually be more harmful than beneficial. Offering new insights for educators and policy-makers working beyond the Lebanese context, Citizenship Education in Conflict-Affected Areas is a valuable addition to the research in this growing field.
Contents
A Note on Transliteration and Style
Introduction
Part I: Education for Active Citizenship in Areas Affected by Conflict
1. Education for Development and Social Construction
2. Constructing Ideals of Citizenship for Living Together
3. Effective Learning for Active Citizenship
Part II: Citizenship Education in Lebanon in Rhetoric and Reality
4. Lebanon: Education Policy in Times of Conflict and Change
5. Young People: Their Citizenship, Their Learning
6. Teachers: Teaching Civics
Part III: Pedagogies in Conflict
7. Undermining Active Citizenship
8. Transforming Civics and Conflict
Bibliography
Index
