Between Ethnonational and International Curricula: Competing Identity Discourses in the Armenian School in Jerusalem

Autor/inn/en	Levenson, Lance; Resnik, Julia
Titel	Between Ethnonational and International Curricula: Competing Identity Discourses in the Armenian School in Jerusalem
Quelle	In: British Journal of Sociology of Education, 42 (2021) 2, S.213-228 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levenson, Lance)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2021.1877528
Schlagwörter	International Schools; Self Concept; Case Studies; Ethnography; Foreign Countries; Minority Groups; Immigrants; Global Approach; Curriculum; Second Language Learning; Second Language Instruction; Discourse Analysis; Sense of Community; English (Second Language); Indo European Languages; Graduates; Conflict; Semitic Languages; Nationalism; Institutional Characteristics; Multilingualism; Literacy; Kindergarten; Elementary Secondary Education; Christianity; Armenia; Israel (Jerusalem); Palestine + Suchen Sie Ihr Suchwort? International school; Internationale Schule; Selbstkonzept; Case study; Fallstudie; Case Study; Ethnografie; Ausland; Ethnische Minderheit; Immigrant; Immigrantin; Immigranten; Globales Denken; Curricula; Lehrplan; Rahmenplan; Zweitsprachenerwerb; Fremdsprachenunterricht; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Indoeuropäisch; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Konflikt; Arabisch; Hebräisch; Nationalismus; Mehrsprachigkeit; Multilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; Christentum; Armenien; Palästina
Abstract	The use of international curricula by minority diaspora communities poses a paradox for the construction of student identities that juxtaposes ethnonational and global discourses. Positioned in the throes of the Israeli-Palestinian conflict, the Armenian School in Jerusalem utilizes a global curriculum while also attempting to sustain collective Armenian identity among its students, who study four languages. This ethnographic case study of the Armenian School analyzes the impact of competing discourses on identity construction. Findings reveal a pervasive ethnonational discourse based upon key ethnosymbols which promotes a powerful sense of belonging to an imagined Armenian transnation. Simultaneously, the international curriculum champions English as a dominant language and prevents the anchoring of Armenian identity within local society. Global discourses associated with the international curriculum, coupled with a lack of attachment to a concrete homeland, tend to orient graduates away from the Jerusalem community and toward opportunities abroad. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01