Ethno-Nationalism in Citizenship Education in Israel: An Analysis of the Official Civics Textbook

Autor/inn/en	Pinson, Halleli; Agbaria, Ayman K.
Titel	Ethno-Nationalism in Citizenship Education in Israel: An Analysis of the Official Civics Textbook
Quelle	In: British Journal of Sociology of Education, 42 (2021) 5-6, S.733-751 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2021.1902277
Schlagwörter	Foreign Countries; Citizenship Education; High School Students; Educational Change; Nationalism; Ethnicity; Religious Factors; Judaism; Political Influences; Democratic Values; Civics; Content Analysis; Textbook Preparation; Textbooks; Israel + Suchen Sie Ihr Suchwort? Ausland; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungsreform; Nationalismus; Ethnizität; Judaismus; Political influence; Politischer Einfluss; Staatsbürgerkunde; Inhaltsanalyse; Lehrbucharbeit; Textbook; Text book; Schulbuch; Lehrbuch
Abstract	Over the past few years, the civics curriculum for Israeli high-schools has become the centre of a heated political debate. Following this debate, in May 2016 a revised official textbook was introduced. This paper draws on an in-depth analysis of the revised official textbook, comparing it to the previous official textbook published in 2000. The analysis focuses on the discursive changes that took place regarding the ways in which the revised textbook conceptualises Israeli citizenship. A particular focus is placed on how the revised version of the official textbook often prioritises the ethno-national model of the nation state over and above the commitment to democratic values, including minority rights. The main argument of this paper is that these changes are a reflection of the penetration of a neo-Zionist discourse into the civics curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01