IDEAS home Printed from https://ideas.repec.org/a/eee/injoed/v68y2019icp96-104.html
   My bibliography  Save this article

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

Author

Listed:
  • 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
    as

    Download full text from publisher

    File URL: http://www.sciencedirect.com/science/article/pii/S0738059319300872
    Download Restriction: Full text for ScienceDirect subscribers only
    File URL: https://libkey.io/10.1016/j.ijedudev.2019.05.007?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. 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.
    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. 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.
    4. 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.
    5. 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.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    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.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Ellis, Jimmy R. & Gershenson, Seth, 2016. "LATE for the Meeting: Gender, Peer Advising, and College Success," IZA Discussion Papers 9956, Institute of Labor Economics (IZA).
    2. Alston, Mackenzie & Darity, William A. & Eckel, Catherine C. & McNeil, Lawrence & Sharpe, Rhonda, 2022. "The effect of stereotypes on black college test scores at a historically black university," Journal of Economic Behavior & Organization, Elsevier, vol. 194(C), pages 408-424.
    3. Bohdana Kurylo, 2021. "The Impact of Same-Race Teachers on Student Behavioral Outcomes," CERGE-EI Working Papers wp695, The Center for Economic Research and Graduate Education - Economics Institute, Prague.
    4. Seth Gershenson & Cassandra M. D. Hart & Joshua Hyman & Constance A. Lindsay & Nicholas W. Papageorge, 2022. "The Long-Run Impacts of Same-Race Teachers," American Economic Journal: Economic Policy, American Economic Association, vol. 14(4), pages 300-342, November.
    5. Oliver, Daniel & Fairlie, Robert & Millhauser, Glenn & Roland, Randa, 2021. "Minority student and teaching assistant interactions in STEM," Economics of Education Review, Elsevier, vol. 83(C).
    6. Enget, Kathryn & Garcia, Joanna L. & Webinger, Mariah, 2020. "Majoring in accounting: Effects of gender, difficulty, career opportunities, and the impostor phenomenon on student choice," Journal of Accounting Education, Elsevier, vol. 53(C).
    7. Elise Swanson & Darnell Cole, 2022. "The Role of Academic Validation in Developing Mattering and Academic Success," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(8), pages 1368-1393, December.
    8. Delhommer, Scott, 2022. "High school role models and minority college achievement," Economics of Education Review, Elsevier, vol. 87(C).
    9. Bhardwaj, Sakshi & Shonchoy, Abu S., 2024. "Social identity and learning: Adult literacy program in India," Economics of Education Review, Elsevier, vol. 99(C).
    10. Hill, Andrew J. & Jones, Daniel B., 2018. "A teacher who knows me: The academic benefits of repeat student-teacher matches," Economics of Education Review, Elsevier, vol. 64(C), pages 1-12.
    11. Gershenson, Seth & Holt, Stephen B. & Papageorge, Nicholas W., 2015. "Who Believes in Me? The Effect of Student-Teacher Demographic Match on Teacher Expectations," IZA Discussion Papers 9202, Institute of Labor Economics (IZA).
    12. Charles H. Lea & Henry Joel Crumé & Demond Hill, 2020. "“Traditions Are Not for Me”: Curriculum, Alternative Schools, and Formerly Incarcerated Young Black Men’s Academic Success," Social Sciences, MDPI, vol. 9(12), pages 1-27, December.
    13. Kevin Kelly & Veronica Severn & Ramya Tallapragada & Matthew Johnson, "undated". "Critical Drivers of Performance Among School Districts and Charter Management Organizations," Mathematica Policy Research Reports bcf5643d955040c69324efa28, Mathematica Policy Research.
    14. Seah, Kelvin, 2021. "Do Ethnically-Congruent Teachers Really Matter Little for Hispanic Students? A Re-Examination of the Data," IZA Discussion Papers 14516, Institute of Labor Economics (IZA).
    15. Naven, Matthew, 2020. "Within-School Heterogeneity in Quality: Do Schools Provide Equal Value Added to All Students?," MPRA Paper 100123, University Library of Munich, Germany.
    16. Tumen, Semih & Vlassopoulos, Michael & Wahba, Jackline, 2021. "Training Teachers for Diversity Awareness: Impact on School Attendance of Refugee Children," IZA Discussion Papers 14557, Institute of Labor Economics (IZA).
    17. Jeffrey Penney, 2017. "Racial Interaction Effects and Student Achievement," Education Finance and Policy, MIT Press, vol. 12(4), pages 447-467, Fall.
    18. Apriesnig, Jenny L. & Manning, Dale T. & Suter, Jordan F. & Magzamen, Sheryl & Cross, Jennifer E., 2020. "Academic stars and Energy Stars, an assessment of student academic achievement and school building energy efficiency," Energy Policy, Elsevier, vol. 147(C).
    19. Sukanta Bhattacharya & Aparajita Dasgupta & Kumarjit Mandal & Anirban Mukherjee, 2019. "Identity and Learning: a study on the effect of student-teacher gender interaction on student's learning," Working Papers 1021, Ashoka University, Department of Economics.
    20. Xiaoyan Wang & Anquan Wang, 2022. "A Two-Level Hierarchical Linear Model Analysis of the Effect of Teacher Factors, Student Factors, and Facility Conditions on Students’ Cognitive Scores in Rural China," Sustainability, MDPI, vol. 14(13), pages 1-17, June.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:eee:injoed:v:68:y:2019:i:c:p:96-104. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Catherine Liu (email available below). General contact details of provider: http://www.journals.elsevier.com/international-journal-of-educational-development .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.