תרומתן של תכניות הלימודים במקצועות: מורשת דרוזית, ספרות ערבית, של"ח וידיעת הארץ לעיצוב הזהות ולהעמקת תחושת האזרחות של המתבגר הדרוזי – חקר מקרה

The research goal was to examine the manner in which the study programs of the subjects Druze heritage, Arabic literature, Shelach, and Israeli geography contribute to the formation of the Druze adolescent's identity and to the reinforcement of his feeling of citizenship. The research was conducted in two Druze secondary schools using the qualitative research method in the form of an ethnographic case study. In this article “curricula" refers to all of the studies in the school, including those for which there is no declared intention of teaching them. It also relates to non-declared behavior patterns that are learned in practice. An analysis of the study programs and of the ways of teaching may well lead to the building of an educational model that will assist in tailoring the contents to the fundamental goals of the programs. The research findings reveal that the study contents and the way they are taught play a significant role in the formation of Israeli Druze adolescents' personal identity and in the reinforcement of their feeling of citizenship. Study contents that include messages for reinforcing identity and citizenship, as well as educational activities that are tailored to the student population, educational projects, and teachers who impart tools and skills to their pupils, all enable the adolescent to form his identity and reinforce his feeling of citizenship and belonging.