المواطنة في التعليم قبل الجامعي في مصر والأوضاع المجتمعية : دراسة تحليلية نقدية
For a citizen, the realization of citizenship as an act entails exhibiting a series of virtues and feelings (resolution and courage, justice and equity, urbanization, civility and tolerance, solidarity and loyalty). The achievement of this relies on power first, which requires the availability of two conditions for the individual: equitable distribution and cultural recognition of all categories of society, which must be provided by the state in its determined pursuit of applying social justice in all services provided to the citizens, particularly in education, which the state must provide free of charge to all children of school age, provided that it would be high-quality education. It should also meet the needs of learners of different cultural backgrounds and seek their cognitive and ethical development. This would comply with the fulfilment of the principle of equal participation, which is the most prominent principle of citizenship. The study, therefore, aims to uncover the reality of citizenship in pre-university education, and its relationship to the societal conditions that prevailed from the beginning of the 1990s to the year 2020. In addition to using the descriptive approach in analyzing the quantitative and qualitative indictors in the analysis of pre-university education, the critical approach has also been adopted in the analysis of the policy of pre-education since 2014, when the implementation of the strategic plan for the development of pre-university education began. This is conducted within the framework of the socio-economic policy of the Egyptian State. The study also relied on the historical approach in the analysis of the genesis and evolution of the concept of social citizenship, as well as that of the social situation in the same period. The study produced a set of findings, most significant of which are: pre-university education in Egypt suffering from poor citizenship, particularly in achieving the principal of equal participation, displaying poor distribution of educational services among the children of society in both, lower and upper Egypt. a large range of school curricula adopted by different educational systems (governmental, private and international) lack of equal respect for all learners displayed in the dominance of the elite culture over the school curricula and the low capacity of the curricula to develop the cognitive and ethical abilities of learners as well as the low autonomy of learners, and the scarce practice of democracy at schools. (Published abstract)