ANALYSIS OF KUWAITI HIGH SCHOOL HISTORY TEXTBOOKS IN LIGHT OF GLOBAL CITIZENSHIP
University of Kansas
Curriculum and Teaching
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This study investigates the global citizenship knowledge that Kuwaiti students should learn as identified by the literature and confirmed by a study panel of field experts, which consisted of seven experts in curriculum and instruction of Kuwaiti and Arabic history. Additionally, the study explores the extent to which global citizenship knowledge is addressed in the eleventh and twelfth-grade history textbooks in Kuwait. An inventory of global citizenship knowledge dimensions was developed through the examination of Kuwaiti history textbooks. Results indicated that content analysis of the eleventh and twelfth grade textbooks revealed a similarity in their contents. Both textbooks addressed the dimensions of global citizenship knowledge, but with a significant difference in how much emphasis is given to each dimension, and the frequency of its indicators. Eleventh-grade history textbooks dealt with the indicators of global citizenship dimensions 168 times. The most important dimension was national identity and global diversity. In addition, twelfth-grade history textbooks dealt with indicators of global citizenship dimensions 96 times. The most frequent dimension was global peace and conflict. Therefore, this study revealed the need to reconsider the content of both textbooks pertaining to global citizenship knowledge in the hope of insuring a balanced presentation of all the topics. By doing this important revision, the textbooks will be an influential tool to shape the global identity of Kuwait students. This further analysis will give a complete picture and an overall view of global citizenship in history textbooks, and it will improve the educational system in Kuwait.
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