Teacher reflections on the challenges of teaching citizenship education in Lebanon: A qualitative pilot study

Bassel Akar

Abstract


Education for social cohesion and a unified identity in post-conflict Lebanon faces numerous challenges. While previous research has concentrated on curriculum design and educational reform, this particular study focuses on teaching and learning within the classroom. To start exploring the challenges of teaching citizenship education in Lebanon, a sample of four teachers were interviewed providing reflections on fundamental values and principles and difficult moments throughout their teaching experiences. Qualitative data collected from these semi-structured interviews showed various fundamental values and principles across the cases with limited relationship to humanistic and democratic ones. Moreover, teachers experienced difficulties with the inconsistencies between home, school and society. In addition, the evidence suggests that curriculum design and texts require attention if they are to support more effective pedagogy such as democratic and reflective dialogue.

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Editor-in-Chief: Prof Norbert Pachler
UCL Institute of Education, University College London
ISSN 1746-9082

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