The Global-Local Nexus: Desired History Curriculum Components from the Perspective of Future Teachers in a Conflict-Ridden Society

Autor/inn/en	Yemini, Miri; Yardeni-Kuperberg, Oria; Natur, Nazie
Titel	The Global-Local Nexus: Desired History Curriculum Components from the Perspective of Future Teachers in a Conflict-Ridden Society
Quelle	In: Journal of Curriculum Studies, 47 (2015) 1, S.26-48 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2014.970234
Schlagwörter	History Instruction; Conflict; Jews; Arabs; Foreign Countries; Preservice Teachers; Student Attitudes; Surveys; Teacher Education Programs; Curriculum Design; Comparative Analysis; Global Approach; Questionnaires; Student Characteristics; Mixed Methods Research; Israel; Palestine + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Konflikt; Jew; Jude; Jüdin; Juden; Arab; Araber; Ausland; Schülerverhalten; Survey; Umfrage; Befragung; Lehrplangestaltung; Globales Denken; Fragebogen; Palästina
Abstract	This study reveals the views of future teachers from Israeli-Jewish and Palestinian-Arab communities regarding the desired school history curricula. We applied a quantitative and qualitative survey to a sample of 528 students studying in teachers' preparation programmes in three higher education institutions: one research university with a large Jewish majority and only Jewish respondents to our survey, one Palestinian-Arab college and one Jewish secular college. In both Jewish and Arab sectors, we found a major gap between teachers' perceived desired curriculum and the official (nationalistic) one. The results indicated that the university students, who come from higher socio-economic backgrounds, prefer significantly more internationally oriented curricula than Palestinian-Arab students and Jewish students in colleges. In addition, students who are studying in the university were found to attribute more importance than all college students to globally oriented curricular content for their pupils' future success. Notably the Jewish students choose to include more globally oriented subjects than are currently found in the official curriculum. On other measures, there was less difference between Jewish and Palestinian-Arab students. The qualitative phase of our research revealed that this seeming anomaly is due to the relative lack of sector-specific content in the formal curriculum covering the history of Palestinian-Arab population. This study yields important implications for history curricular design in the context of the global-local nexus, particularly within conflict-ridden societies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01