Global citizenship education in conflict-affected settings: Implications of teachers’ views and contextual challenges for the Lebanese case |
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| Institution: | 1. University of Maryland, 2311 Benjamin Building, College Park, MD, 20742, USA;2. The Ohio State University, 217 Arps Hall, 1945 N. High Street, Columbus, OH, 43210, USA;1. Faculty of Education, University of Cambridge, Cambridge, UK;2. Department of Leadership in Education, University of Massachusetts, Boston, Massachusetts, USA;1. School of Teacher Education, 1114 W. Call St., G134 Stone Building, Florida State University, Tallahassee, FL, 32306, USA;2. School of Teacher Education, Florida State University, USA |
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| Abstract: | Despite embracing GCED themes, the Lebanese National Curriculum faces multifaceted challenges rooted in conflict. The 1997 curriculum is still in effect with revision attempts encumbered. Interviews with 56 public school teachers in Lebanon confirm prevalent knowledge transmission practices of prescribed civics content and lack of support for progressive teaching and critical dialogue. Findings suggest few teachers prioritise GCED constructs, while most promote nationalistic citizenship notions contributing to marginalisation. Moving forward, teacher education should develop teaching practice and mindsets for sustainable GCED with the intent of emancipating teachers and students from the limitations of national curricula. |
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| Keywords: | Global citizenship education (GCED) Public schools Teachers Curriculum Conflict-affected Lebanon |
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