کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
10319335 622492 2010 9 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Fearful symmetry: Palestinian and Jewish teachers confront contested narratives in integrated bilingual education
موضوعات مرتبط
علوم انسانی و اجتماعی علوم اجتماعی آموزش
پیش نمایش صفحه اول مقاله
Fearful symmetry: Palestinian and Jewish teachers confront contested narratives in integrated bilingual education
چکیده انگلیسی
The present paper deals with Jewish and Palestinian teachers who work in an integrated school in Israel, and shows the challenges and possibilities from examining these teachers' powerful historical narratives in the context of in-service training sessions. It is shown how these teachers essentially remain firmly rooted in the hegemonic historical narratives of their own community, even when their attitudes are challenged and clearer alternatives are considered to the reigning narratives. The findings highlight predominantly the failures in terms of the potential of educational efforts to help overcome situations of intractable conflict even within contexts specifically devised for this purpose; yet, also some openings become apparent in the process of negotiating competing narratives and inventing new dialogic possibilities. The implications of this work suggest that schools and their historical tradition are difficult places to reach change or produce it-even in integrated schools in which partial structural change takes place-and teacher training may not always be the answer for the need to bring changes. However, it is also indicated that an ongoing agonistics of raising critical issues regarding one's identifications with hegemonic narratives does offer openings to take responsibility for both the challenges and the dialogic possibilities that are created in the process.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Teaching and Teacher Education - Volume 26, Issue 3, April 2010, Pages 507-515
نویسندگان
, ,