Current Approaches to Social Cohesion in Lebanese Secondary Schools

The education reforms and policies which followed since the end of the Lebanese civil war in 1990 emphasized the role of education in promoting social cohesion. The Taif Agreement (1989) which put an end to the civil war proposed education as a major means for promoting social cohesion. Consequently the main objective of the curriculum developed post-war era was to promote citizenship education and social cohesion.

This study examines the current approaches to social cohesion practiced in secondary schools.  It also explores the impact of these strategies on students’ socio-political attitudes in a country tormented by confessionalisim.  This study was conducted in 24 secondary schools, 10 public and 14 private, secular and faith, mono- and multi-sectarian, urban and rural schools in Lebanon. In order to identify the different approaches to social cohesion, the study examined the schools’ objectives, priorities, values, extra-curricular activities, schools environment, participation, management structure, and the pedagogies adopted in civics, history and sociology.

The study is published in Rethinking Education for Social Cohesion: international case studies 

 

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