Teaching controversial issues in a fragile democracy: defusing deliberation in Israeli primary classrooms     

Itay Pollak  Aliza Segal  Adam Lefstein  Assaf Meshulam 《课程研究杂志》2018,50(3):387-409

Teaching through controversial, politically charged issues is promoted in Anglo-American democracies as a key means for cultivating active citizenry and democratic values. However, the challenges of discussing controversial issues in the classroom may differ in younger, deeply divided democracies that lack common ground and institutional stability. In this study we ask, what approaches to the teaching of controversial issues do Israeli teachers adopt while enacting a curricular unit concerning Israel’s founding fathers? The data were collected in an ethnographic study in two primary schools during the 2012–2013 school year. We use linguistic ethnographic methods to analyse the curricular materials and their enactment in four video-recorded lessons in three classrooms. We argue that while the curriculum addresses deeply controversial content, it is designed to inculcate a shared national ethos and therefore avoids controversy. In practice, teachers and students engaged with controversial issues, but in ways that defused their volatility. We highlight two heretofore undocumented approaches to controversial issues: (1) sidestepping controversy by stripping it of real world complexities, and (2) scholasticizing the discussion by focusing on literacy practices. Finally, we discuss the rationales for using these two approaches to defuse controversy in the classroom, and their limitations.  相似文献   

以色列创新创业教育生态系统的构建及其启示——以以色列理工学院为例     

王志强  朱黎雨 《河北师范大学学报(教育科学版)》2020,22(1):67-74

以色列作为中东地区发达国家,其发达的创新创业教育是推动国家科技进步和经济发展的不竭动力。以色列理工学院作为以色列甚至全球领先的创业型大学,通过培育创新创业文化、引进先进创业师资、开发创新创业课程、完善创新创业组织架构、促进科研成果转化等一系列措施已经构建起了成熟的创新创业教育生态系统,对以色列甚至整个世界均产生了重要影响。这对于我国高校创新创业教育生态系统的构建具有一定的借鉴作用。  相似文献   

论当今美国犹太人民族认同感下降的原因     

孟祥玲  戴义军 《齐齐哈尔师范高等专科学校学报》2002,21(4):12-14

本通过对犹太民族特性和当代美国犹太人面貌的简单阐述，主要从当代美国犹太人整体的心理、经济状况、婚姻等现状来分析、叙述当代美国犹太人凝聚力下降的原因。  相似文献   

Israeli teachers make sense of global citizenship education in a divided society- religion,marginalisation and economic globalisation     

Heela Goren  Claire Maxwell  Miri Yemini 《比较教育学》2019,55(2):243-263

ABSTRACT

Global citizenship education (GCE) has recently been promoted by national education systems and supranational organisations as a means for facilitating social cohesion and peace education. We examined the perceptions of GCE held by teachers from the three main education sectors in Israel: secular-Jewish, religious-Jewish, and Palestinian Arab, and found stark differences in the way teachers from each sector interpreted the term. For marginalised groups (Palestinian Arab), GCE is seen as offering a way of securing a sense of belonging to a global society. For already well-resourced social groups (Jewish secular), GCE is viewed as a way of promoting global futures. Meanwhile, for the Jewish religious minority in Israel, GCE is seen as a threat to national identity and religious values. Our findings cast doubt on the unifying potential of GCE, and we conclude by calling upon scholars and policymakers to examine unique obstacles facing GCE in their various contexts.  相似文献   

Role Behavior Profiles of Israeli School Counselors     

Rachel?ErhardEmail author  Yoni?Harel 《International journal for the advancement of counseling》2005,27(1):87-100

This study of 681 school counselors in Israel examines how counselors allocate their time between counseling tasks and whether their role behavior can be characterized according to distinctive profiles. Three distinctive profiles of role behavior were identified: The traditional profile (40% of the sample), in which individual counseling to students was prominent; the prevention profile (20% of the sample), in which a guidance curriculum with an emphasis on prevention programs was preva1ent; and the balanced profile (40% of the sample), in which the time devoted to the main counseling responsibilities is allocated in relatively equal proportions. Three variables were found to affect the profiles: the school setting (i.e., level), the principals expectations from the counselor and the counselors personal preferences. The findings of this study can contribute to the effort of defining and clarifying the role and function of school counseling in Israel and other countries.  相似文献   

Media representations of national and international standardized testing in the Israeli education system     

Miri Yemini  Noa Gordon 《Discourse: Studies in the Cultural Politics of Education》2017,38(2):262-276

This study applies discourse analysis to Israeli media coverage of national and international standardized examinations within Israel's public education system. Through systematic analysis of the topic in the two main Israeli financial publications between the years 2000 and 2013, we explore the nature and narrative of the media and compare the coverage of national and international standardized testing. We find that most of the media attention was devoted to international examinations, while national examinations were covered in a more limited yet critical way, perceived as unnecessary and even dubious. International examinations, in contrast, were described as axiomatic components of the education system. Articles on both national and international standardized testing criticize the education system, blaming teachers, the Ministry of Education, budget constraints, and marginalized populations for Israeli students’ inadequate results. We frame our analysis by alignment of the articles along global–local and also neoliberal–humanistic axes. We structure our assessment within the global–local nexus and discuss the broader implications of the role of the testing in framing the local educational public discourse.  相似文献   

LCSH in the Southern Levant*     

Steven W. Holloway 《Cataloging & classification quarterly》2013,51(7):571-591

Abstract

Library of Congress Subject Headings (LCSH) geographic headings for the Southern Levant mirror the political investment of Congress and the American public in Middle East politics over the last thirty years. These LCSH headings contrast markedly with those established in other national libraries and independent value vocabularies, and global opinion regarding the legal status of the occupied territories. The author offers ways that libraries can “decolonize” their metadata in service of Sanford Berman's “access and equity.”  相似文献   

Retiring Around the World     

《Legal Reference Services Quarterly》2013,32(3):25-33

Summary

This article is about the author's temporary work in three different foreign locations Australia, Israel, and Bermuda. She tells how she found the positions, what it was like to live and work in each place, and gives advice on how to find such positions. She ends with a list of law library associations, their listserves, and how to contact them.  相似文献   

How Journalists “Realize” Facts     

《Journalism Practice》2013,7(6):674-689

The degree to which journalists realize their most basic societal role and provide fact-based accounts has been a point of contestation between several camps. While adherents to the notion of the social construction of reality have infused scholarly discourse with far-reaching doubts about journalists' ability to report facts, emphasizing the arbitrariness of their practices, pragmatic theorists of knowledge and realists, a minority among journalism scholars, have distinguished between practices more and less conducive to the goal of truth. The current paper presents findings from an exploratory study conducted in Israel, in which news-gathering practices are directly observed at controversy-laden press conferences. This arena avails a thorough observation of journalist–source exchanges, without breaching the principle of source confidentiality. The practices observed are juxtaposed against the news products, alongside reporters' own comments on their work and reasoning. We suggest that a pragmatic conception of knowledge among journalists is compatible with observable practices such as reporters' questioning tactics and choices of interrogative emphases, more so than journalistic notions of realism and the social construction of reality.  相似文献   

The global–local nexus: desired history curriculum components from the perspective of future teachers in a conflict-ridden society     

Miri Yemini  Oria Yardeni-Kuperberg  Nazie Natur 《课程研究杂志》2013,45(1):26-48

This study reveals the views of future teachers from Israeli-Jewish and Palestinian-Arab communities regarding the desired school history curricula. We applied a quantitative and qualitative survey to a sample of 528 students studying in teachers’ preparation programmes in three higher education institutions: one research university with a large Jewish majority and only Jewish respondents to our survey, one Palestinian-Arab college and one Jewish secular college. In both Jewish and Arab sectors, we found a major gap between teachers’ perceived desired curriculum and the official (nationalistic) one. The results indicated that the university students, who come from higher socio-economic backgrounds, prefer significantly more internationally oriented curricula than Palestinian-Arab students and Jewish students in colleges. In addition, students who are studying in the university were found to attribute more importance than all college students to globally oriented curricular content for their pupils’ future success. Notably the Jewish students choose to include more globally oriented subjects than are currently found in the official curriculum. On other measures, there was less difference between Jewish and Palestinian-Arab students. The qualitative phase of our research revealed that this seeming anomaly is due to the relative lack of sector-specific content in the formal curriculum covering the history of Palestinian-Arab population. This study yields important implications for history curricular design in the context of the global-local nexus, particularly within conflict-ridden societies.  相似文献