546
Views
5
CrossRef citations to date
0
Altmetric
Research Article

Citizenship education in conflict-affected areas and nation-states: empowering teachers for sustainable reform

ORCID Icon
Pages 519-532 | Received 21 Feb 2020, Accepted 24 Jun 2020, Published online: 13 Aug 2020

References

  • Abu El-Haj, T. R., G. Kaloustian, S. W. Bonet, and S. Chatila. 2018. “Fifi the Punishing Cat and Other Civic Lessons from a Lebanese Public Kindergarten School.” Journal on Education in Emergencies 4 (1): 13–44.
  • Akar, B. 2012. “Teaching for Citizenship in Lebanon: Teachers Talk about the Civics Classroom.” Teaching and Teacher Education 28: 470–480.
  • Akar, B. 2014. “Learning Active Citizenship: Conflicts between Students’ Conceptualisations of Citizenship and Classroom Learning Experiences in Lebanon.” British Journal of Sociology of Education 37 (2): 288–312. doi:10.1080/01425692.2014.916603.
  • Akar, B. 2016a. “Developing a Monitoring Instrument to Measure Extracurricular and Non-formal Activities Which Promote Global Citizenship Education (GCED) and Education for Sustainable Development (ESD).” Paper commissioned for the Global Education Monitoring Report 2016, Education for people and planet: Creating sustainable futures for all. http://unesdoc.unesco.org/images/0024/002456/245613e.pdf
  • Akar, B. 2016b. “Dialogic Pedagogies in Educational Settings for Active Citizenship, Social Cohesion and Peacebuilding in Lebanon.” Education, Citizenship and Social Justice 11 (1): 44–62. doi:10.1177/1746197915626081.
  • Akar, B. 2017. “Transforming the Civics Curriculum in Lebanon for Learning Active Citizenship.” In Citizenship Education and Global Migration: Implications for Theory, Research and Teaching, edited by J. A. Banks, 301–325. Washington, DC: American Educational Research Association.
  • Akar, B. 2019. Citizenship Education in Conflict-affected Areas: Lebanon and Beyond. London, England: Bloomsbury Academic.
  • Akar, B., and N. Hamadeh. 2019. “Teachers’ Humility, Openness and Moral Responsibility: An Emerging Grassroots Theory of Change for History Education Reform.” In NISSEM Global Briefs: Education for the Social, the Sustainable and the Emotional, edited by A. Smart, M. Sinclair, A. Benavot, J. Bernard, C. Chabbott, S. G. Russell, and J. Williams, 494–511. https://drive.google.com/file/d/1M8ZmwqQzqtgIdVd6BdjKIYumAp80rozj/view
  • Akar, B., N. Hamadeh, and C. Makriyanni 2013. “Promoting Educational Change in Lebanon and Cyprus: Grassroots Approaches in Policy and Curricula for History Education.” Comparative and International Education Society Conference, New Orleans, LA.
  • Al-Nakib, R. 2017. “Diversity, Identity, and Agency: Kuwaiti Schools and the Potential for Transformative Education.” In Citizenship Education and Global Migration: Implications for Theory, Research and Teaching, edited by J. A. Banks, 327–349. Washington, DC: American Educational Research Association.
  • Banks, J. A. 2017. “Failed Citizenship and Transformative Civic Education.” Educational Researcher 46 (7): 366–377. doi:10.3102/0013189X17726741.
  • Buckley-Zistel, S. 2009. “Nation, Narration, Unification? the Politics of History Teaching after the Rwandan Genocide.” Journal of Genocide Research 11 (1): 31–53. doi:10.1080/14623520802703608.
  • CEAR. 2013. “Support to the Lebanese Education Reform: Citizenship Education (Europeaid/131916/m/act/lb).” [Unpublished Manuscript]. Beirut, Lebanon.
  • Dorio, J. N., E. D. Abdou, and N. Moheyeldine. 2019. “Envisioning Hope in Post-revolutionary Egypt through Critical Citizenship Education.” In The Struggle for Citizenship Education in Egypt: (Re)imagining Subjects and Citizens, edited by J. N. Dorio, E. D. Abdou, and N. Moheyeldine, 17–48. New York, NY: Routledge.
  • Dorschner, J., and T. Sherlock. 2007. “The Role of History Textbooks in Shaping Collective Identities in India and Pakistan.” In Teaching the Violent Past: History Education and Reconciliation, edited by E. A. Cole, 275–315. Lanham, MD: Rowman and LIttlefield.
  • Fontana, G. 2017. Education Policy and Power-sharing in Post-conflict Societies. London, England: Palgrave Macmillan.
  • Fordham, M. 2016. “Realising and Extending Stenhouse’s Vision of Teacher Research: The Case of English History Teachers.” British Educational Research Journal 42 (1): 135–150. doi:10.1002/berj.3192.
  • Frayha, N. 2004. “Developing Curriculum as a Means to Bridging National Divisions in Lebanon.” In Education, Conflict and Social Cohesion, edited by S. Tawil and A. Harley, 159–205. Geneva: UNESCO International Bureau of Education.
  • Freire, P. 1970. Pedagogy of the Oppressed. London, England: Continuum Publishing Company.
  • Fukuyama, F. 2001. “Social Capital, Civil Society and Development.” Third World Quarterly 22 (1): 7–20. doi:10.1080/713701144.
  • Geha, C., and C. Horst. 2019. “Exporting ‘Active Citizenship’: Foreign Support for Citizenship Education in the Arab World.” Citizenship Studies 23 (5): 486–501. doi:10.1080/13621025.2019.1604629.
  • Hirsch, E. D. 1988. Cultural Literacy: What Every American Needs to Know. New York, NY: Random House.
  • Hoskins, B., J. Jesinghaus, M. Mascherini, G. Munda, M. Nardo, M. Saisana, D. Van Nijlen, D. Vidoni, and E. Villalba 2006. “Measuring Active Citizenship in Europe.” European Commission Institute for the Protection and Security of the Citizen. https://ec.europa.eu/jrc/sites/jrcsh/files/jrc-coin-measuring-active-citizenship-2006_en.pdf
  • Kello, K. 2016. “Sensitive and Controversial Issues in the Classroom: Teaching History in a Divided Society.” Teachers and Teaching 22 (1): 35–53. doi:10.1080/13540602.2015.1023027.
  • Kitson, A., and A. McCully. 2005. “‘You Hear about It for Real in School.’ Avoiding, Containing and Risk-taking in the History Classroom.” Teaching History (120): 32–37. Retrieved from. https://search.proquest.com/docview/213328032?accountid=28281
  • Koutselini, M., and C. Papanastasiou. 1997. “Civic Education in Cyprus — Issues in Focus: A Curriculum Research Study.” Citizenship, Social and Economics Education 2 (3): 113–129. doi:10.2304/csee.1997.2.3.113.
  • McAvoy, P., and D. Hess. 2013. “Classroom Deliberation in an Era of Political Polarization.” Curriculum Inquiry 43 (1): 14–47. doi:10.1111/curi.12000.
  • Ministry of Education and Higher Education [Lebanon]. 2012. Defining the general and special objectives and methods of applying the Community Service Programme in secondary school (Decree number 8924 on 21/09/2012).
  • Mohammed-Marzouk, M. R. 2012. “Teaching and Learning in Iraq: A Brief History.” The Educational Forum 76 (2): 259–264. doi:10.1080/00131725.2011.653869.
  • Mundy, K., and L. Murphy. 2001. “Transnational Advocacy, Global Civil Society? Emerging Evidence from the Field of Education.” Comparative Education Review 45 (1): 85–126. doi:10.1086/447646.
  • Nagel, C., and L. Staeheli. 2015. “International Donors, NGOs, and the Geopolitics of Youth Citizenship in Contemporary Lebanon.” Geopolitics 20 (2): 223–247. doi:10.1080/14650045.2014.922958.
  • Novelli, M., S. Higgins, M. Ugur, and O. Valiente. 2014. The Political Economy of Education Systems in Conflict-affected Contexts: A Rigorous Literature Review. University of Sussex. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/469101/political-economy-conflict-affected.pdf
  • Osler, A. 2016. Human Rights and Schooling: An Ethical Framework for Teaching for Social Justice. New York, NY: Teachers College Press.
  • Osler, A., and H. Starkey. 2005. Changing Citizenship: Democracy and Inclusion in Education. Maidenhead: Open University Press.
  • Pettigrew, T., and L. Tropp. 2011. When Groups Meet: The Dynamics of Intergroup Contact. Philadelphia, PA: Psychology Press.
  • Priestley, M., G. Biesta, and S. Robinson. 2015. Teacher Agency: An Ecological Approach. London, England: Bloomsbury.
  • Quaynor, L. 2015. “‘I Do Not Have the Means to Speak:’ Educating Youth for Citizenship in Post-conflict Liberia.” Journal of Peace Education 12 (1): 15–36. doi:10.1080/17400201.2014.931277.
  • Renan, E. 1990. “What Is a Nation?” In Nation and Narration, edited by H. Bhabha, 8–22. New York, NY: Routledge.
  • Seixas, P. 2000. “Schweigen! Die Kinder! Or, Does Postmodern History Have a Place in the Schools?” In Knowing, Teaching, and Learning History: National and International Perspectives, edited by P. N. Stearns, P. C. Seixas, and S. S. Wineburg, 19–37. New York: New York University Press.
  • Shuayb, M., B. Akar, and N. Makkouk 2011. “A Whole-school Approach to Active Citizenship and Social Cohesion.” Paper presented at the 11th UKFIET International Conference, University of Oxford, Oxford, UK.
  • Smith, A. 2014. “Contemporary Challenges for Education in Conflict Affected Countries.” Journal of International and Comparative Education 3(1): 113–125. doi:10.14425/00.62.86.
  • Stenhouse, L. 1975. An Introduction to Curriculum Research and Development. London, England: Heinemann.
  • Stringer, M., P. Irwing, M. Giles, C. McClenahan, R. Wilson, and J. A. Hunter. 2009. “Intergroup Contact, Friendship Quality and Political Attitudes in Integrated and Segregated Schools in Northern Ireland.” British Journal of Educational Psychology 79 (2): 239–257. doi:10.1348/978185408X368878.
  • Tawil, S., and A. Harley. 2004. “Education and Identity-based Conflict: Assessing Curriculum Policy for Social and Civic Reconstruction.” In Education, Conflict and Social Cohesion, edited by S. Tawil and A. Harley, 1–35. Paris: UNESCO, International Bureau of Education.
  • Tveit, A. D., D. L. Cameron, and V. B. Kovač. 2014. “‘Two Schools under One Roof’ in Bosnia and Herzegovina: Exploring the Challenges of Group Identity and Deliberative Values among Bosniak and Croat Students.” International Journal of Educational Research 66: 103–112. doi:10.1016/j.ijer.2014.03.004.
  • United Nations. 1989. Convention on the Rights of the Child. Geneva: United Nations.
  • van Ommering, E. 2011. “Schooling in Conflict: An Ethnographic Study from Lebanon.” International Journal of Sociology and Social Policy 31 (9/10): 543–554. doi:10.1108/01443331111164133.
  • van Ommering, E. 2015. “Formal History Education in Lebanon: Crossroads of past Conflicts and Prospects for Peace.” International Journal of Educational Development 41: 200–207. doi:10.1016/j.ijedudev.2014.06.009.
  • Weinstein, H. M., S. W. Freedman, and H. Hughson. 2007. “School Voices: Challenges Facing Education Systems after Identity-based Conflicts.” Education, Citizenship and Social Justice 2 (1): 41–71. doi:10.1177/1746197907072128.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.