Classroom Climate Supporting Civic Participation: A Case Study from Sultanate of Oman

By Badar Al kharusi and Bill Atweh.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Classroom culture and interactions are considered to be important factors for developing citizenship in young people. This paper examines the classroom climate and practices at grade 10 in four Omani schools in relation to their practices that might enhance or inhibit civic participation. Data was collected using observations, semi-structure interviews with teachers and focus groups with students. The findings identified some positive practices that might develop civic participation in the students along the aspirations of the Basic Education policies in the country. However, the data pointed out that various challenges remain before classes become more democratic in their processes and more open to issues and concerns in the wider society. Issues and events outside the classroom were either dealt with at a surface level or totally avoided.

Keywords: Civic Participation, Classroom Climate, Citizenship Education, Oman

The International Journal of Learning, Volume 18, Issue 4, pp.263-274. Article: Print (Spiral Bound). Article: Electronic (PDF File; 801.020KB).

Badar Al kharusi

PhD Student, Science and Mathematics Education Centre (SMEC), Curtin University, Perth, Australia

Badar Al kharusi is a PhD student at Curtin University, Australia. He holds a Bachelor of Education and a Master of Education from Sultan Qaboos University. For over ten years he worked in Oman, as a teacher and supervisor. He served as Deputy Director of the Technical Office for Studies and Development at the Ministry of Education, Oman. His research interests focus on educational reform and on issues related to the theory and practice of citizenship education.

Assoc. Prof. Bill Atweh

Associate Professor, Science and Mathematics Education Centre (SMEC), Curtin University, Perth, Australia

Bill Atweh is an associate professor at Curtin University. He obtained his PhD from the University of Wisconsin, USA. His research interests relate to sociocultural aspects of mathematics education, globalisation and the use of action research. More recently he has done some writing and research on the Socially Response-able Mathematics Education, a project involving the use of mathematics to increase democratic participation of students.

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