Facilitated dialogues with teachers in conflict-ridden areas. In search of pedagogical openings that move beyond the paralysing effects of perpetrator-victim narratives.

Autor/inn/en	Bekerman, Zvi; Zembylas, Michalinos
Titel	Facilitated dialogues with teachers in conflict-ridden areas. In search of pedagogical openings that move beyond the paralysing effects of perpetrator-victim narratives.
Quelle	In: Journal of curriculum studies, 42 (2010) 5, Special Issue, S. 573-596Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220270903494295
Schlagwörter	Bildung; Bildung; Erzählung; Integration; Lehrerbildung; Palästinenser; Lehrerbildung; Erzählung; Friedenspädagogik; Geschichte (Histor); Integration; Viktimisierung; Jude; Palästinenser
Abstract	This paper shows some mechanisms as well as the paralysing implications of the perpetrator-victim positioning in the context of inservice education with Jewish- and Palestinian-Israeli teachers who teach in Palestinian-Jewish integrated schools. It examines how these teachers remain rooted in the hegemonic historical narratives of their own community, even when their attitudes are challenged and clearer alternatives to the reigning narratives are considered. The findings highlight failures in terms of the potential of educational efforts to help overcome situations of intractable conflict, even within contexts specifically devised for this purpose. However, some openings become apparent in the process of negotiating competing narratives and inventing new dialogic possibilities. The implications of this work suggest that schools and their historical traditions are difficult places in which to effect change and that teacher training may not always be the answer for the need to bring about change. Ongoing agonistics of raising critical issues regarding one's identifications with hegemonic narratives offers openings to take responsibility for both the challenges and the dialogic possibilities that are created in the process.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2013/1