A Crossroads: History Textbooks and Curricula in Israel

Autor/in	Yogev, Esther
Titel	A Crossroads: History Textbooks and Curricula in Israel
Quelle	In: Journal of Peace Education, 7 (2010) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-0201
Schlagwörter	Stellungnahme; Jews; Textbooks; Peace; Memory; Foreign Countries; History Instruction; Teaching Methods; Educational Change; Conflict; Stereotypes; Critical Thinking; Israel + Suchen Sie Ihr Suchwort? Jew; Jude; Jüdin; Juden; Textbook; Text book; Schulbuch; Lehrbuch; Frieden; Gedächtnis; Ausland; History lessons; Geschichtsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Konflikt; Klischee; Kritisches Denken
Abstract	In Israel, changes in history teaching and the publication of new history textbooks in recent years triggered a stormy public controversy that went far beyond the content of the books themselves. The disputes over how history should be taught revealed the state of transition that had characterized Israeli society since the beginning of the 1990s. The perennial controversies over the history curriculum are actually a culture war over the "space of collective memory". This space is a battleground because it is here that the perception of normative identity and society's future image begin. There are many signs that Israel is beginning to turn away from the unifying memory imposed by the canonical Jewish-Zionist narrative when the State of Israel was first established as a sovereign entity; but, as the state celebrates its sixty-first anniversary, no other solid, bonding set of narratives has yet been constructed to take its place. This article seeks to show that history-teaching in Israel is still a bone of contention--caught in a tug-of-war between conflicting ideals. The article will argue that the more history teaching in Israel succeeds in freeing itself of the victimized, stereotypical and defensive perception that attended it from its beginnings, and the more history students develop as historical thinkers who think independently and critically, there is a better chance of cultivating peace education in young people. (Contains 12 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10