Promoting equity in civics education: Teaching marginalized students in Israel's remote areas

Abstract

Significant civic education transpires through establishing connections with students' local realities. Nevertheless, a literature gap exists concerning civic education in rural settings, which introduces concerns regarding equity influenced by the neoliberal educational paradigm. Through interviews with twelve Israeli civics teachers working in the country's peripheral regions, we investigated their perspectives on classroom practices. We identified four primary approaches: Spoon-feeding, Redeeming, Demanding, and Empowering. These perceptions of practices contribute to the development of a theoretical model that advocates for a place-based approach. This model promotes equitable practices by concentrating on the unique needs and contexts of students in peripheral areas.