Dissertation/Thesis Abstract

History teaching, identity, and sectarianism in Lebanon: How the Absence of recent history in schools affects National Identity
by Folcarelli, Margaret, M.A., The American University of Paris (France), 2011, 83; 10305873
Abstract (Summary)

This thesis looks at the history of Lebanon along with the background of its system of education. The particular nature of Lebanon as a small, religiously diverse country with a confessional system of government, at the center of a volatile region has played a large part in its civil strife. This thesis looks at the nature of teaching history in Lebanon, which does not include events past 1960, and how it increases sectarian sentiment. The study explores the history of Lebanon as having affected the system of education, and the educational system in general in the country. This study explores what effect Lebanese history has on sectarianism or to the contrary, social cohesion. A comparison between the post-conflict education reform in Lebanon and Rwanda serves to illuminate this study of curriculum as an integral part of building social cohesion. Lebanese student opinion is also included in the form of student survey results distributed to Lebanese University students. It will be argued that because of the absence of recent history in schools, Lebanese students are left to rely on subjective sources for history, which creates further social divides.

Key Terms Lebanon, Education, Curriculum, History, Civil War, Sectarianism, Social Cohesion

Indexing (document details)
Advisor: Rahnema, Ali
School: The American University of Paris (France)
School Location: France
Source: MAI 56/02M(E), Masters Abstracts International
Subjects: Islamic Studies, Middle Eastern Studies
Keywords: Civil war, Curriculum, Education, History, Lebanon, Sectarianism, Social cohesion
Publication Number: 10305873
ISBN: 978-1-369-49437-2
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