The Realizations of rule- oriented, participatory and critical Citizenship Education Approaches in High School Sociology Textbooks

The purpose of the study is to investigate the frequency and distribution of rule- oriented, participatory and critical citizenship education approaches in high school sociology textbooks. The special educational system is 6-3-3 in the academic year of 2018-2019 in Iran. Therefore, quantitative as well as qualitative content analysis methods were used to achieve this goal. The method of data gathering in this research was documentary method and using checklists of citizenship approaches along with indicators and components related to each approaches. The findings of the study indicate that there is a great focus on approaches to citizenship education in the 12th grade textbook (39.5%) while the lowest indications was found in the 11th grade textbook (24.36%). Also, among the three approaches, the most volume was rule–oriented citizens approach education was the most frequent (42.03%) while the least frequent was the critical citizens approach education (25.47%). Reflecting on these findings, it could be said that at the level of educational foundations distribution of citizenship education approaches was unbalanced. And some approaches have been overlooked by curriculum planners. Therefore, the review of how to represent citizenship education approaches seems to be necessary in the reviewed books.