Abstract

Classroom culture and interactions are considered to be important factors for developing citizenship in young people. This paper examines the classroom climate and practices at grade 10 in four Omani schools in relation to their practices that might enhance or inhibit civic participation. Data was collected using observations, semi-structure interviews with teachers and focus groups with students. The findings identified some positive practices that might develop civic participation in the students along the aspirations of the Basic Education policies in the country. However, the data pointed out that various challenges remain before classes become more democratic in their processes and more open to issues and concerns in the wider society. Issues and events outside the classroom were either dealt with at a surface level or totally avoided.