Navigating competing conceptions of civic education: lessons from three Israeli civics classrooms

Aviv Cohen*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

26 Scopus citations

Abstract

The concentration of this study was the documentation and analysis of ways in which competing conceptions of citizenship play out in actual classroom settings. Examining three cases in the context of the Israeli education system, its findings show that civics teachers’ views and beliefs influenced ways in which they interpreted the curriculum standards and reacted to schools policies and atmosphere, even in cases where these views contradicted. Nevertheless, when confronted with competing conceptions of citizenship as presented by their students, the teachers were less willing to open true democratic conversations, resulting in lessons that did not necessarily create a true democratic atmosphere.

Original languageAmerican English
Pages (from-to)391-407
Number of pages17
JournalOxford Review of Education
Volume42
Issue number4
DOIs
StatePublished - 3 Jul 2016

Bibliographical note

Publisher Copyright:
© 2016 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

  • Civics
  • Israel
  • enacted curriculum
  • social studies

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