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Education in Israel is often described as caught between two ends: state-formation and nation-building. In the last decade civic education in Israel has been undergoing some changes. The civic compulsory curriculum for state high schools was unified across all educational sectors in Israel with the aim of creating a more inclusive, universal civic curriculum that would be used as a platform for creating a common civic culture. The tension between state-formation and nation-building, between universalism and particularism, thus, has become even more prominent where civic education is concerned. To a significant extent, civic education in Israel is one place where contesting messages about the meaning of membership in the Israeli collective are negotiated and debated. This paper explores the tensions between inclusion and exclusion and between universalism and particularism as they emerge from the official civic education curriculum in Israel. It does so by examining the representations and positions of the Palestinian citizens in the official discourse of civic education. The analysis suggests that civic education in Israel at best represents an ambivalent stance that is caught in the tension between inclusion and exclusion. But more often than not, it still reproduces the marginal position of the Palestinian minority in Israeli society. In light of this, this paper concludes by discussing the possible implications these dual messages might have for Palestinian students. (Contains 1 table and 15 notes.)

Education for citizenship is firmly on the policy agenda throughout Britain, and there is an expectation that teachers will create a participative, consultative ethos in schools. This paper identifies three main vehicles for pupil consultation: elected pupil councils, democratic and participative classrooms and opportunities for pupils to engage with controversial issues within the curriculum. It focuses on a longitudinal study of pupils' experience of democratic practice in Scottish schools in relation to these vehicles. Evidence from a diverse sample of primary schools illustrates the way in which upper-stage pupils are encouraged to participate in decision-making processes and engage in the discussion of contemporary social issues of their own interest both in the classroom and during pupil council meetings. In addition, further evidence of the extent to which these same pupils' experience of the democratic process evolves following their transition to secondary school is reported. The paper raises new questions about the extent to which Scottish pupils may be exposed to a progressive model of democratic education, and suggests that children may be given more opportunities for consultation in primary school than they are in the early stages of secondary school. [ABSTRACT FROM AUTHOR]