History and Civics Education in Israel: Reflections from Israeli Teachers

Autor/in	Sheps, Stephen W.
Titel	History and Civics Education in Israel: Reflections from Israeli Teachers
Quelle	In: Critical Studies in Education, 60 (2019) 3, S.358-374 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2016.1263966
Schlagwörter	Civics; History Instruction; Teacher Attitudes; Racial Bias; Judaism; Religious Factors; Foreign Countries; Religious Cultural Groups; Beliefs; High School Teachers; Textbook Content; Educational Practices; Democracy; Nationalism; Ethnic Groups; Citizenship; Emotional Response; Israel + Suchen Sie Ihr Suchwort? Staatsbürgerkunde; History lessons; Geschichtsunterricht; Lehrerverhalten; Racial discrimination; Rassismus; Judaismus; Ausland; Kirchliche Gruppe; Religionszugehörigkeit; Belief; Glaube; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrbuchtext; Bildungspraxis; Demokratie; Nationalismus; Ethnie; Staatsbürgerschaft; Emotionales Verhalten
Abstract	In recent years, a number of studies have explored the link between Zionism and the latent racism prevalent in Israeli society. As a result of these studies, it has become clear that successive generations of Israeli citizens (and non-citizens) are exposed to a single historical and cultural narrative. Such a narrative is intentionally designed to strengthen the emergent ethno-national character of Israeli democracy. This study examines a selection of Jewish--Israeli teachers' reflections on teaching in Israeli high school history and civics classrooms, and the institutionalized racism that they encounter both within the textbooks and from their students. I will demonstrate that these reflections are examples of negotiating "dilemmatic spaces", resulting from the unique 'structural conditions and relations to everyday practices' that Israeli educators must face. Israeli teachers must mediate the curricular materials vis-à-vis the degrees of freedom they are provided to teach counter-historical narratives and their own emotional responses to both the content of the textbooks and their students' reactions to the dominant national narrative presented therein. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01