World Culture and Social Justice in a Divided Society: Evaluations of Israeli Jewish and Arab Teachers and Students

Autor/inn/en	Sabbagh, Clara; Resh, Nura
Titel	World Culture and Social Justice in a Divided Society: Evaluations of Israeli Jewish and Arab Teachers and Students
Quelle	In: Globalisation, Societies and Education, 16 (2018) 4, S.494-514 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2018.1512046
Schlagwörter	Jews; Arabs; Social Justice; Cultural Differences; Cultural Influences; Teacher Attitudes; Student Attitudes; Cultural Background; Foreign Countries; Global Approach; Conflict; Middle School Students; Religious Education; Institutional Characteristics; Public Schools; Citizenship Education; Middle School Teachers; Israel; Palestine + Suchen Sie Ihr Suchwort? Jew; Jude; Jüdin; Juden; Arab; Araber; Soziale Gerechtigkeit; Kultureller Unterschied; Cultural influence; Kultureinfluss; Lehrerverhalten; Schülerverhalten; Ausland; Globales Denken; Konflikt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Public school; Öffentliche Schule; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Palästina
Abstract	Using the Israeli case, our study delves into teachers' and students' notions of social justice, exploring how they are shaped by both world culture trends and local conditions. We first identify social justice notions in the world culture perspective and Israeli society. Then, we empirically examine how these notions are understood by educational agents -- teachers and students -- across sectors that mirror Israeli society's major divide: Jewish and Arab-Palestinian. Findings suggest that educational agents and ethnonational affiliation play a major role in recreating national heritages and the different ways in which they understand social justice their lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01