ABSTRACT
The 25th January, 2011, Revolution opened up spaces for civic action and revealed the diverse perceptions of citizenship adopted by Egyptians. Building upon and engaging with typologies of citizens proposed by Banks (2008) and Westheimer and Kahne (2004), this study explores the notions of citizenship among students at four secondary schools: public, experimental, private, and international schools, as well as the influence of external factors such as students’ socio-economic levels, the Revolution, and social media. Semi-structured interviews conducted with a total of 40 participants (students and school staff members) revealed varied conceptions of citizenship within each school where a passive understanding of citizenship was prevalent across the various schools, and transformative citizenship tendencies were only detected in the private school. Based on the emerging themes, the author offers a framework underscoring the need to construct new contextually relevant citizenship typologies for non-Western, post-revolutionary contexts.
