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and Della Nurindah Sari2
This article explores the narratives of three teachers in teaching citizenship education (CE) in Islamic schools in Indonesia to understand their teaching experiences, personal stories of becoming teachers, tensions and challenges they have faced. Utilizing a narrative inquiry as the research method, this article is also tailored to see how Islamic ideology intersects, interferes and/or influences the teaching of citizenship. This study found that, to some extent, the teachers have experienced ambiguity and dilemma in presenting citizenship topics in the CE classes due to their personal interpretation of Islam vs. the state’s interests and ideology. This study suggests that CE in these Islamic schools could lead to an orientation different from what the state wants to achieve.
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https://doi.org/10.1386/ctl_00112_1 Published content will be available immediately after check-out or when it is released in case of a pre-order. Please make sure to be logged in to see all available purchase options.