Examining civic education pedagogies from a sociocultural curricular perspective: Lessons from three Israeli classrooms

Aviv Cohen*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Research on pedagogical aspects of civic education is a field of study that deserves further exploration and scrutiny. This study focused on the examination of pedagogical practices enacted in three Israeli civics classrooms, in which an identical curriculum was taught. Classroom observations, teacher interviews and text analysis point to how despite similarities, each case presented different teaching activities and practices, framing and influencing the citizenship conceptions promoted in each case. These findings shed light on how pedagogy interplays with content while relating to contextual factors, determining and limiting the very notions of citizenship promoted in each case.

Original languageAmerican English
Pages (from-to)311-328
Number of pages18
JournalCitizenship Teaching and Learning
Volume13
Issue number3
DOIs
StatePublished - 1 Oct 2018

Bibliographical note

Publisher Copyright:
© 2018 Intellect Ltd Article.

Keywords

  • Civic education
  • Civics
  • Educational practices
  • Israel
  • Pedagogical practices
  • Social studies
  • Teaching methods

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