From ideological tensions to pedagogical solutions: Narratives of Israeli arab-palestinian civics teachers
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DOI: 10.1016/j.ijedudev.2019.05.007
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- Bamberger, Annette & Morris, Paul & Weinreb, Yaniv & Yemini, Miri, 2019. "Hyperpoliticised internationalisation in a pariah university: An Israeli institution in the occupied West Bank," International Journal of Educational Development, Elsevier, vol. 66(C), pages 119-128.
- Danielle N. Atkins & Angela R. Fertig & Vicky M. Wilkins, 2014. "Connectedness and Expectations: How minority teachers can improve educational outcomes for minority students," Public Management Review, Taylor & Francis Journals, vol. 16(4), pages 503-526, May.
- Agbaria, Ayman & Shmueli, Zach, 2019. "The “social soldier” and the mission to “retrieve the lost honor”: An ideal image of the desired graduate of an Israeli general pre-military academy," International Journal of Educational Development, Elsevier, vol. 66(C), pages 88-95.
- Veronese, Guido & Pepe, Alessandro & Dagdukee, Jamal & Yaghi, Shaher, 2018. "Teaching in conflict settings: Dimensions of subjective wellbeing in Arab teachers living in Israel and Palestine," International Journal of Educational Development, Elsevier, vol. 61(C), pages 16-26.
- Egalite, Anna J. & Kisida, Brian & Winters, Marcus A., 2015. "Representation in the classroom: The effect of own-race teachers on student achievement," Economics of Education Review, Elsevier, vol. 45(C), pages 44-52.
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Cited by:
- Meshulam, Assaf, 2019. "Palestinian-Jewish bilingual schools in Israel: Unravelling the educational model," International Journal of Educational Development, Elsevier, vol. 70(C), pages 1-1.
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Keywords
Civics; Minority groups; Educational practices; Pedagogy; Interviews; Israel;All these keywords.
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