Citizenship Education in Conflict-Affected Areas and Nation-States: Empowering Teachers for Sustainable Reform

Autor/in	Akar, Bassel
Titel	Citizenship Education in Conflict-Affected Areas and Nation-States: Empowering Teachers for Sustainable Reform
Quelle	In: Intercultural Education, 31 (2020) 5, S.519-532 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akar, Bassel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2020.1794123
Schlagwörter	Citizenship Education; Conflict; Teacher Empowerment; Educational Change; Foreign Countries; Program Development; Citizen Participation; Student Empowerment; Controversial Issues (Course Content); Authoritarianism; Nongovernmental Organizations; Private Financial Support; History Instruction; Educational Policy; Learning Activities; Lebanon + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Konflikt; Bildungsreform; Ausland; Programmplanung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Studienberechtigung; Controversial issues; Kontroverse; Autoritarismus; Private Investition; History lessons; Geschichtsunterricht; Politics of education; Bildungspolitik; Lernaktivität; Libanon
Abstract	Government agencies and civil society organisations in nation-states and areas affected by conflict strive to develop citizenship education programmes to empower children as agents of change. However, the pedagogical culture within these contexts demands that children memorise information provided by higher authorities and avoid sensitive and controversial issues. Such practices disempower children. This article presents two arguments. First, it demonstrates how roots of destructive conflict and conflict-sensitive approaches to reform weaken top-down efforts to rebuild education for active citizenship. Second, it describes how teachers in conflict-affected areas who have autonomy exercise humility and are inspired by new approaches that can initiate a transformation in the pedagogical culture from banking to engaging young people in critical pedagogies. These high-impact teachers' innovative learning activities catalyse educational change, which suggests the emergence of a professional grassroots theory of change for citizenship education reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01