Israeli Teachers Make Sense of Global Citizenship Education In a Divided Society--Religion, Marginalisation and Economic Globalisation

Autor/inn/en	Goren, Heela; Maxwell, Claire; Yemini, Miri
Titel	Israeli Teachers Make Sense of Global Citizenship Education In a Divided Society--Religion, Marginalisation and Economic Globalisation
Quelle	In: Comparative Education, 55 (2019) 2, S.243-263 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goren, Heela) ORCID (Maxwell, Claire) ORCID (Yemini, Miri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2018.1541660
Schlagwörter	Citizenship Education; Disadvantaged; Social Integration; Peace; Teaching Methods; Judaism; Jews; Arabs; Comparative Education; Barriers; Foreign Countries; Teacher Attitudes; Religious Education; Ethnic Groups; Muslims; School Segregation; Conflict; Minority Groups; Democracy; Israel; Palestine + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Soziale Integration; Frieden; Teaching method; Lehrmethode; Unterrichtsmethode; Judaismus; Jew; Jude; Jüdin; Juden; Arab; Araber; Vergleichende Erziehungswissenschaft; Ausland; Lehrerverhalten; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Ethnie; Muslim; Muslimin; Konflikt; Ethnische Minderheit; Demokratie; Palästina
Abstract	Global citizenship education (GCE) has recently been promoted by national education systems and supranational organisations as a means for facilitating social cohesion and peace education. We examined the perceptions of GCE held by teachers from the three main education sectors in Israel: secular-Jewish, religious-Jewish, and Palestinian Arab, and found stark differences in the way teachers from each sector interpreted the term. For marginalised groups (Palestinian Arab), GCE is seen as offering a way of securing a sense of belonging to a global society. For already well-resourced social groups (Jewish secular), GCE is viewed as a way of promoting global futures. Meanwhile, for the Jewish religious minority in Israel, GCE is seen as a threat to national identity and religious values. Our findings cast doubt on the unifying potential of GCE, and we conclude by calling upon scholars and policymakers to examine unique obstacles facing GCE in their various contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01