Many have weighed in on the Ministry of Education’s decision to include the Israel-Hamas war as part of character and citizenship education (CCE) lessons since mid-February.
Speaking to different people, I realised not many knew what CCE stood for and what it entailed, other than a vague notion of it being “non-academic” and supposedly educating our young to be good citizens, or what some of us remember as “hao gong ming” from our own school days.
Times have changed, and CCE’s scope of work has broadened to support students in understanding contemporary issues, some of which may be more difficult than others in different ways.
This episode has brought to the fore how complex it is to be an educator today, in having to deal with issues beyond the day-to-day work of teaching core subjects.
CCE is a part of this. It operates in this grey space, where things aren’t always so black and white, and it’s not easy to see and evaluate outcomes immediately, unlike other examinable subjects.
So was it worth all the trouble to broach thorny and emotive issues like Israel-Hamas in classrooms?
Some may still feel it is safer or better to leave out such discusssions. But in this troubled and noisy world fraught with sharp divides and tensions, it is all the more important that classrooms challenge such narratives and build solidarity.
Part of it is also accepting that we - including teachers - may not know all the answers to the world's complex issues, and that is okay.
Doing this requires courage, but it is through such conversations that our children can step outside their comfort zones and perhaps find more reconciliation and understanding.
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#civiceducation #israelhamaswar #school #charactereducation
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