Examining civic education pedagogies from a sociocultural curricular perspective: Lessons from three Israeli classrooms | Intellect Skip to content
1981
Volume 13, Issue 3
  • ISSN: 1751-1917
  • E-ISSN: 1751-1925

Abstract

Abstract

Research on pedagogical aspects of civic education is a field of study that deserves further exploration and scrutiny. This study focused on the examination of pedagogical practices enacted in three Israeli civics classrooms, in which an identical curriculum was taught. Classroom observations, teacher interviews and text analysis point to how despite similarities, each case presented different teaching activities and practices, framing and influencing the citizenship conceptions promoted in each case. These findings shed light on how pedagogy interplays with content while relating to contextual factors, determining and limiting the very notions of citizenship promoted in each case.

Loading

Article metrics loading...

/content/journals/10.1386/ctl.13.3.311_1
2018-10-01
2024-04-21
Loading full text...

Full text loading...

http://instance.metastore.ingenta.com/content/journals/10.1386/ctl.13.3.311_1
Loading
This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error