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Learning to be Lebanese: socializations of citizenship and subjecthood in Beiruti primary schools
This research project will explore the ways the Lebanese state and individual classroom actors construct and contest citizenship through the curriculum and structure of civics classrooms in contemporary Lebanese primary schools. Using civics classrooms as a lens to understand broader trends in educa...
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| Format: | Thesis |
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AUC Knowledge Fountain
2014
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| _version_ | 1867613415218872320 |
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| access_status_str | Open Access |
| author | Lansing, Jade |
| author_browse | Lansing, Jade |
| author_facet | Lansing, Jade |
| author_sort | Lansing, Jade |
| collection | Thesis |
| dc_rights_str_mv | The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. |
| description | This research project will explore the ways the Lebanese state and individual classroom actors construct and contest citizenship through the curriculum and structure of civics classrooms in contemporary Lebanese primary schools. Using civics classrooms as a lens to understand broader trends in educational environments, this study will analyze the role of education in the narration, diffusion, and aggravation of social and political discord. It argues that schools and classrooms are not passive or neutral mirrors of external dynamics, but rather play an active role in the narration and construction of these realities. This research shows that education is a space dominated by conflicting interests, serving as both a source of control and individual empowerment. It is the great irony of citizenship that, the state apparatus, and the sectarian demarcations it reiterates in Lebanon, are reinforced by the very initiatives that seek to challenge these hegemonic and hierarchical structures by nature of their reliance on the state and sectarian affiliations as sources of change. This project aims to address this contradiction within the practice of civics education in Lebanese primary schools. Based on ethnographic fieldwork in Beiruti primary school classrooms as well as review of national legislation and educational administrative documents, this interdisciplinary study explores the relationship between national administrative reforms and everyday classroom practices. This analysis is situated within a broader interrogation of what civics classrooms teach young students about their rights and duties as Lebanese citizens, and how the content and implementation of civics education differs between schools. In addition to interviews and reviewing textbooks and educational administrative documents, I attended civics classes at three Beiruti elementary schools in order to observe grading methodology, group project dynamics, teaching styles, and students’ classroom engagement to understand how students become citizens within the school environment. |
| format | Thesis |
| id | oai:fount.aucegypt.edu:etds-2022 |
| institution | American University in Cairo (Egypt) |
| last_indexed | 2026-06-10T12:35:44.926Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from AUC Knowledge Fountain — bepress |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | AUC Knowledge Fountain |
| publisherStr | AUC Knowledge Fountain |
| record_format | dspace |
| source_str | AUC Knowledge Fountain — bepress |
| spelling | oai:fount.aucegypt.edu:etds-2022 Learning to be Lebanese: socializations of citizenship and subjecthood in Beiruti primary schools Lansing, Jade This research project will explore the ways the Lebanese state and individual classroom actors construct and contest citizenship through the curriculum and structure of civics classrooms in contemporary Lebanese primary schools. Using civics classrooms as a lens to understand broader trends in educational environments, this study will analyze the role of education in the narration, diffusion, and aggravation of social and political discord. It argues that schools and classrooms are not passive or neutral mirrors of external dynamics, but rather play an active role in the narration and construction of these realities. This research shows that education is a space dominated by conflicting interests, serving as both a source of control and individual empowerment. It is the great irony of citizenship that, the state apparatus, and the sectarian demarcations it reiterates in Lebanon, are reinforced by the very initiatives that seek to challenge these hegemonic and hierarchical structures by nature of their reliance on the state and sectarian affiliations as sources of change. This project aims to address this contradiction within the practice of civics education in Lebanese primary schools. Based on ethnographic fieldwork in Beiruti primary school classrooms as well as review of national legislation and educational administrative documents, this interdisciplinary study explores the relationship between national administrative reforms and everyday classroom practices. This analysis is situated within a broader interrogation of what civics classrooms teach young students about their rights and duties as Lebanese citizens, and how the content and implementation of civics education differs between schools. In addition to interviews and reviewing textbooks and educational administrative documents, I attended civics classes at three Beiruti elementary schools in order to observe grading methodology, group project dynamics, teaching styles, and students’ classroom engagement to understand how students become citizens within the school environment. 2014-02-01T08:00:00Z thesis application/pdf https://fount.aucegypt.edu/etds/1023 https://fount.aucegypt.edu/context/etds/article/2022/viewcontent/Lansing_20THESIS.pdf The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. Theses and Dissertations AUC Knowledge Fountain Lebanon education |
| spellingShingle | Lebanon education Lansing, Jade Learning to be Lebanese: socializations of citizenship and subjecthood in Beiruti primary schools |
| title | Learning to be Lebanese: socializations of citizenship and subjecthood in Beiruti primary schools |
| title_full | Learning to be Lebanese: socializations of citizenship and subjecthood in Beiruti primary schools |
| title_fullStr | Learning to be Lebanese: socializations of citizenship and subjecthood in Beiruti primary schools |
| title_full_unstemmed | Learning to be Lebanese: socializations of citizenship and subjecthood in Beiruti primary schools |
| title_short | Learning to be Lebanese: socializations of citizenship and subjecthood in Beiruti primary schools |
| title_sort | learning to be lebanese socializations of citizenship and subjecthood in beiruti primary schools |
| topic | Lebanon education |
| url | https://fount.aucegypt.edu/etds/1023 https://fount.aucegypt.edu/context/etds/article/2022/viewcontent/Lansing_20THESIS.pdf |
| work_keys_str_mv | AT lansingjade learningtobelebanesesocializationsofcitizenshipandsubjecthoodinbeirutiprimaryschools |