Cosmopolitanism versus Nationalism in Israeli Education

Autor/inn/en	Yemini, Miri; Bar-Nissan, Hed; Yossi, Shavit
Titel	Cosmopolitanism versus Nationalism in Israeli Education
Quelle	In: Comparative Education Review, 58 (2014) 4, S.708-728 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/677305
Schlagwörter	Foreign Countries; Nationalism; Global Approach; History; History Instruction; Educational History; Educational Change; Curriculum Development; Statistical Analysis; Qualitative Research; Exit Examinations; Interviews; Superintendents; Surveys; Educational Policy; Secondary School Teachers; Israel + Suchen Sie Ihr Suchwort? Ausland; Nationalismus; Globales Denken; Geschichte; Geschichtsdarstellung; History lessons; Geschichtsunterricht; History of education; Bildungsgeschichte; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Statistische Analyse; Qualitative Forschung; Final examination; Abschlussprüfung; Interviewing; Interviewtechnik; Schulrat; Survey; Umfrage; Befragung; Politics of education; Bildungspolitik
Abstract	Education systems worldwide have served as a nation-building apparatus and national consciousness facilitators since the appearance of the modern nation-state. With the emergence of globalization in recent decades, however, a growing presence of cosmopolitanism and internationalization can be traced in education policy and school curricula. Schools currently face contradicting pressures for internationalization on one hand and nationalism on another. The major aim of this work is to inquire when and why those pressures occur in one public school system and to analytically trace these processes over time. We analyze a test case of the transformations in the Israeli education system, focusing on history curricula, and on the rationale for such transformations during the last 20 years. We undertake a comprehensive analysis that combines qualitative and quantitative data at policy and curriculum levels to provide insight into the ways by which global and local processes influence national curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10