The Work of Mourning in the Bilingual Schools of Israel: Ambivalent Emotions and the Risks of Seeking Mutual Respect and Understanding

Autor/inn/en	Zembylas, Michalinos; Bekerman, Zvi
Titel	The Work of Mourning in the Bilingual Schools of Israel: Ambivalent Emotions and the Risks of Seeking Mutual Respect and Understanding
Quelle	In: British Journal of Sociology of Education, 32 (2011) 4, S.583-601 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
Schlagwörter	Grief; School Desegregation; Bilingual Schools; Ethnography; Foreign Countries; Bilingualism; Grade 1; Death; Teaching Methods; Jews; Risk; Longitudinal Studies; Conflict; Arabs; Nationalism; Politics; Israel + Suchen Sie Ihr Suchwort? Trauer; Integrative Schule; Bilingual scholl; Bilinguale Schule; Ethnografie; Ausland; Bilingualismus; School year 01; 1. Schuljahr; Schuljahr 01; Sterbefall; Tod; Todesfall; Teaching method; Lehrmethode; Unterrichtsmethode; Jew; Jude; Jüdin; Juden; Risiko; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Konflikt; Arab; Araber; Nationalismus; Politik
Abstract	This article presents an in-depth analysis of two commemoration events in a first-grade classroom of a bilingual school in Israel. The two events presented--the commemorations of the Holocaust Day and the Memorial Day--derive from a longitudinal ethnographic study of integrated bilingual schools in Israel. The analysis of these events shows teachers' and students' ambivalent emotions about the Other, as a result of pedagogical efforts to engage with the work of mourning in integrated classrooms, while attempting simultaneously to promote mutual respect and understanding. We further argue that ambivalent emotions in the context of integrated schooling bring to the surface serious concerns about symmetry and asymmetry; such concerns reveal elements of the emotional risks and benefits as a result of bringing children from conflicting groups closer. The implications for teaching and learning in integrated school settings of conflict-ridden societies are discussed. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10