"Look, Each Side Says Something Different:" The Impact of Competing History Teaching Approaches on Jewish and Arab Adolescents' Discussions of the Jewish-Arab Conflict

Autor/inn/en	Goldberg, Tsafrir; Ron, Yiftach
Titel	"Look, Each Side Says Something Different:" The Impact of Competing History Teaching Approaches on Jewish and Arab Adolescents' Discussions of the Jewish-Arab Conflict
Quelle	In: Journal of Peace Education, 11 (2014) 1, S.1-29 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-0201
DOI	10.1080/17400201.2013.777897
Schlagwörter	Arabs; Jews; Adolescents; Conflict; History Instruction; Teaching Methods; Comparative Analysis; Refugees; Social Problems; Foreign Countries; High School Students; Intergroup Relations; Questionnaires; Ethnicity; Nationalism; Identification (Psychology); Multicultural Education; Group Discussion; Conventional Instruction; Empathy; Concept Formation; Multivariate Analysis; Mixed Methods Research; Israel + Suchen Sie Ihr Suchwort? Arab; Araber; Jew; Jude; Jüdin; Juden; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Konflikt; History lessons; Geschichtsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Flüchtling; Social problem; Soziales Problem; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Intergruppenbeziehungen; Fragebogen; Ethnizität; Nationalismus; Multikulturelle Erziehung; Gruppendiskussion; Empathie; Concept learning; Begriffsbildung; Multivariate Analyse
Abstract	There is growing interest in the impact of Jewish and Arab historical narratives on intergroup relations and conflict. A randomized placement comparative study set out to examine it empirically. Conventional-Authoritative official narrative, Empathetic Dual narrative, and Critical-Disciplinary multiple-source teaching interventions were designed around the topic of the birth of the Palestinian refugee problem. Seventy-five Jewish and 85 Arab Israeli adolescents were placed in each of the three different approaches to teaching history and in a control group. Following the learning intervention, participants from both communities were paired by condition, and discussed the causes and possible solution of the refugee problem. Dominance and agreement in discussion were analyzed, revealing a significant effect of teaching approach. Findings show discussions in Empathetic Dual narrative, and Critical-Disciplinary feature a lower degree of dominating discourse by the dominant group. Conventional-Authoritative approach featured lower frequency of agreement on solution for the problems caused by the conflict, compared to control and multiple perspective teaching approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10