Search results for: Bekerman Zvi
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Some Reflections on the Links between Teacher Education and Peace Education: Interrogating the Ontology of Normative Epistemological Premises
This article provides a critique of the essentialized assumptions about identity, culture and education that are found in contemporary peace education literature. Furthermore, it explores the implications that these assumptions have for teacher education in conflict and post-conflict societies. A major challenge for teacher education in conflict and post-conflict societies is how to create openings that take these complexities into consideration and create openings which address the limitations imposed by the nation-state. Finally, the authors propose the idea of teachers becoming critical design experts, in order to create openings for a renewed relationship between teacher education and peace education.
Updated: Jan. 08, 2017
Inside and Outside the Integrated Bilingual Palestinian–Jewish Schools in Israel: Teachers’ Perceptions of Personal, Professional and Political Positioning
This study explored how teachers of the integrated bilingual Palestinian–Jewish schools in Israel construct their school culture in relation to various outside pressures in their attempt to achieve educational change. It was found that the teachers perceive themselves as primarily pedagogical experts with a shared vision based on multiculturalism and coexistence. Furthermore, it was found that teachers' inside and outside positioning results in perceived conflicts.
Updated: Dec. 06, 2011