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

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.