This study wishes to advance the ongoing discourses of civic education and practices of teaching civics by focusing on the realities of minority civics teachers, who are in conflictual relations with the ruling majority. Focusing on narratives of eight Israeli Arab-Palestinian civics teachers, we traced three central ideological tensions that they encountered: 1) Between conflicting identities; 2) Between the official curriculum and students’ lived experiences, and 3) Between active and passive modes of citizenship. The main argument highlights the teachers’ reflections on pedagogy and teaching practices seen by them as a key solution to deal with these tensions.
Bibliographical noteFunding Information:
This work was supported by The Center for the Study of Multiculturalism and Diversity, The Hebrew University of Jerusalem, Israel .
© 2019 Elsevier Ltd
- Educational practices
- Minority groups