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From ideological tensions to pedagogical solutions: Narratives of Israeli arab-palestinian civics teachers

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  • Cohen, Aviv

Abstract

This study wishes to advance the ongoing discourses of civic education and practices of teaching civics by focusing on the realities of minority civics teachers, who are in conflictual relations with the ruling majority. Focusing on narratives of eight Israeli Arab-Palestinian civics teachers, we traced three central ideological tensions that they encountered: 1) Between conflicting identities; 2) Between the official curriculum and students’ lived experiences, and 3) Between active and passive modes of citizenship. The main argument highlights the teachers’ reflections on pedagogy and teaching practices seen by them as a key solution to deal with these tensions.

Suggested Citation

  • Cohen, Aviv, 2019. "From ideological tensions to pedagogical solutions: Narratives of Israeli arab-palestinian civics teachers," International Journal of Educational Development, Elsevier, vol. 68(C), pages 96-104.
    • Handle: RePEc:eee:injoed:v:68:y:2019:i:c:p:96-104
    DOI: 10.1016/j.ijedudev.2019.05.007
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    References listed on IDEAS

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    1. 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.
    2. 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.
    3. 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.
    4. 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.
    5. 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.
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    Cited by:

    1. 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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