This study examines citizenship education in Israel from the point of view of Arab teachers, as they rework and negotiate the content and boundaries of their Israeli citizenship. Specifically, the paper studies how teachers of citizenship education in Arab high schools in Israel perceive their sociopolitical reality, how they respond to it in their classrooms, and how they conceptualize Israeli citizenship for their pupils. In doing so, the paper ponders the pedagogical strategies and emphases of these teachers, as they mediate the citizenship education curriculum, with its heavy emphasis on the ethno-national character of Israel, to their Arab pupils.
Bibliographical noteFunding Information:
The project was approved by the Chief Scientist of the Ministry of Education and therefore we received access to teachers through official channels. Teachers were recruited for the interview phase by appealing to them in professional training sessions and through circulates sent by the supervisor and civics teachers’ instructors, to all teachers. Teachers who were interested to be interviewed were asked to contact the research team. In some cases, a snowball sample was also used – asking teachers who we interviewed to recommend and put us in touch with other teachers they know. As much as possible we made an effort to have teachers from different localities. The sample includes teachers from urban localities, rural areas and schools in the north and center of Israel where the majority of Arab citizens are located (the sample did not include Bedouin teachers from the south of Israel due to difficulties in access). The teachers participated in the two focus groups were recruited by the civics education regional instructor for Arab schools.
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- Arab minority in Israel
- Citizenship education
- Palestinian-Israeli conflict
- character education
- citizenship as practice
ASJC Scopus subject areas
- Cultural Studies