Zvi Bekerman

Bio: Zvi Bekerman is an academic researcher from Hebrew University of Jerusalem. The author has contributed to research in topics: Peace education & Multicultural education. The author has an hindex of 27, co-authored 137 publications receiving 2532 citations. Previous affiliations of Zvi Bekerman include Queen's University Belfast.

Education and the Dangerous Memories of Historical Trauma: Narratives of Pain, Narratives of Hope

Abstract: The purpose of this article is to explore the meanings and implications of dangerous memories in two different sites of past traumatic memories: one in Israel and the other in Cyprus. Dangerous memories are defined as those memories that are disruptive to the status quo, that is, the hegemonic culture of strengthening and perpetuating existing group-based identities. Our effort is to outline some insights from this endeavor—insights that may help educators recognize the potential of dangerous memories to ease pain and offer hope. First, a discussion on memory, history and identity sets the ground for discussing the meaning and significance of dangerous memories in the history curriculum. Next, we narrate two stories from our longitudinal ethnographic studies on trauma and memory in Israel and Cyprus; these stories are interpreted through the lens of dangerous memories and their workings in relation to the hegemonic powers that aim to sustain collective memories. The two different stories suggest that collective memories of historical trauma are not simply “transmitted” in any simple way down the generations—although there are powerful workings that support this transmission. Rather, there seems to be much ambivalence in the workings of memories that under some circumstances may create openings for new identities. The final section discusses the possibilities of developing a pedagogy of dangerous memories by highlighting educational implications that focus on the notion of creating new solidarities without forgetting past traumas. This last section employs dangerous memories as a critical category for pedagogy in the context of our general concern about the implications of memory, history and identity in educational contexts.

Teaching Contested Narratives: Identity, Memory and Reconciliation in Peace Education and Beyond

Abstract: Part I Introduction and Theoretical Underpinnings: 1 Introduction 2 Problematizing peace education romanticism 3 On conflict, identity and more Part II Living and Teaching Contested Narratives: 4 Victims and perpetrators: how teachers live with contested narratives 5 (Im)possible openings 6 The everyday challenges of teaching children from conflicting groups 7 The emotional complexities of teaching contested narratives Part III Mourning, Forgiveness and Reconciliation: Problems and Possible Solutions: 8 The nationalization of mourning in troubled societies 9 The work of mourning in schools: ambivalent emotions and the risks of seeking mutual respect and understanding 10 Forgiveness as a possible path towards reconciliation Part IV Conclusions: Implications for Peace Education: 11 Becoming critical design experts in schools 12 Memory and forgetting: a pedagogy of dangerous memories 13 De-essentializing identity 14 Designing different paths for reconciliation pedagogies

Arab-Jewish bilingual coeducation in Israel: A long-term approach to intergroup conflict resolution

Abstract: This article offers insights into a new educational adventure in Israel that attempts to overcome interethnic conflict through bilingual coeducation. These insights were gathered during a two-year research project in which the authors followed the activities of two recently established Arab-Jewish bilingual schools. Their analysis is based primarily on qualitative data of educational and sociocultural processes involved in the functioning and development of the schools as they relate to four major areas: language, cultural and religious identity, national identity, and social interactions. The study showed the potential benefits of one type of intergroup contact, namely, bilingual long-term coeducation, but also shed light on the complexity and the difficulties facing all of the parties involved in such an adventurous enterprise.

Complex Contexts and Ideologies: Bilingual Education in Conflict-Ridden Areas.

Abstract: Bilingual education, though acknowledged as having the potential to help overcome a wide variety of societal and cultural tensions, remains controversial and frequently misunderstood. The present study examines the extent to which sociohistorical and political contexts, in conflict-ridden areas, influence language attitudes and the implementation of bilingual educational initiatives geared toward encouraging sociocultural tolerance and the recognition of each of the participating groups while enabling students to become bilingual. More specifically I investigate and document how a particular bilingual Arabic-Hebrew program is interpreted and implemented in an integrated Palestinian-Jewish educational initiative in Israel. The current effort hopes to stimulate educators, parents, and policymakers into thinking about how to develop dual-language programs to address the particular contextual challenges which, when left unaccounted for, can prejudice their bilingual educational efforts.

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Educational Research: Competencies for Analysis and Application:

Abstract: to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Qualitative research for education: An introduction to theories and methods

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