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From ideological tensions to pedagogical solutions: Narratives of Israeli arab-palestinian civics teachers
ARTICLE

International Journal of Educational Development Volume 68, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

This study wishes to advance the ongoing discourses of civic education and practices of teaching civics by focusing on the realities of minority civics teachers, who are in conflictual relations with the ruling majority. Focusing on narratives of eight Israeli Arab-Palestinian civics teachers, we traced three central ideological tensions that they encountered: 1) Between conflicting identities; 2) Between the official curriculum and students’ lived experiences, and 3) Between active and passive modes of citizenship. The main argument highlights the teachers’ reflections on pedagogy and teaching practices seen by them as a key solution to deal with these tensions.

Citation

Cohen, A. (2019). From ideological tensions to pedagogical solutions: Narratives of Israeli arab-palestinian civics teachers. International Journal of Educational Development, 68(1), 96-104. Elsevier Ltd. Retrieved June 24, 2019 from .

This record was imported from International Journal of Educational Development on June 3, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2019.05.007

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