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Abstract
Education for active citizenship continues to be a critical response for social cohesion and reconstruction in conflict-affected areas. Oftentimes, approaches to learning and teaching in such contexts can do as much harm as good. This study qualitatively examines 435 students’ reflections of their civics classroom learning experiences and their existing conceptualisations of good citizenship. The majority of students revealed notions of citizenship representing high levels of engagement in community-building activities. Furthermore, students either described or illustrated how the prescriptive nature of the textbook and memorisation of material contradicted their notions of active citizenship. While details of how students conceptualised active citizenship illustrated formal and informal learning opportunities, the findings suggest that civics as currently instructed in classrooms may, by and large, be undermining the aims of education in Lebanon for active citizenship.
Published Version
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