Citizenship education in the Lebanese national curriculum and in the classroom : an ethnographic study in two schools

Abstract

This ethnographic study attempts to analyze the methodology used by civics teachers to implement the notion of citizenship as prescribed by the Lebanese National Curriculum. Critical pedagogy which relies on active learning as a main tenant calls for teaching methodologies which create civics lessons that aim toward an active and critical learner and citizen. One aim is to show where the notion of citizenship is embedded within Lebanese Civics Curriculum and whether this written curriculum raises the potential for active learning. The main aim of this study is to describe the methodology used by civics teachers in classroom situations to see how they actively implement the notion of citizenship. Results show that using active learning in teaching citizenship depends on teachers perspectives and ways of teaching and thinking.