Eradicating sectarianism and injustices in the Lebanese education system with citizenship education

Abstract

The clientelist network of the Lebanese political elite has been underpinned with the entrenchment of sectarianism as well as the discriminatory provisions among students through the education system, especially after 1943. Although the sectarian system was identified as an obstacle of social cohesion in the Ta`if agreement, plans for its eradication were never implemented. Any defiance to the elite accumulation of power and resources has been met with repression and their insistence of conflictive, primordial versions of sectarian identity. In this thesis, the constructivist theory enlightens our understanding of the dynamics that the political elite deploy to construct sectarian identities, mobilize political loyalties, and promote divisions over time through the Lebanese education system. Evidence drawn from empirical studies and interviews with specialists in the Lebanese education system shows how obstacles were built in the path of promoting citizenship education. It shows that this system has been used as a vehicle for the perpetuation of deep sectarian rifts among citizens which are a barrier to social solidarity and democratic participation. Introducing citizenship through the implementation of education reforms based on the benchmarks of inclusion, intellectual freedoms, and active citizenship is necessary in Lebanon. This alternative approach in education is based on citizenship orienting education around democracy, inclusion, freedom, and equality. Citizenship education in Lebanon can act as the common denominator that promotes the observance of the inalienable rights and obligations of citizens.