Journal ArticleDOI
The Other Side of the Story: Israeli and Palestinian Teachers Write a History Textbook Together.
Shoshana Steinberg,Dan Bar-On +1 more
TLDR
In this article, Steinberg and Bar-On present the work of a team of Israeli and Palestinian teachers who developed a history textbook that includes both groups' narratives of the same events side by side.Abstract:
In this essay, Shoshana Steinberg and Dan Bar-On present the work of a team of Israeli and Palestinian teachers who developed a history textbook that includes both groups' narratives of the same events side by side. These teachers then tested the effects of its use in both Israeli and Palestinian classrooms; for the first time, students on each side of the conflict were exposed to the other side's understanding of key historical events. The authors present the challenges that the team faced in developing the textbook and that teachers encountered in the classroom as well as the understanding and collaboration this project fostered. They argue that the process of creating the dual-narratives text, as well as the text itself, allows teachers to play a productive role in violent political conflicts.read more
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DissertationDOI
‘Between Myopia and Utopia’ - Transitional Justice and the Israeli-Palestinian Conflict: Conceiving an Israeli-Palestinian Truth and Empathy Commission
TL;DR: In this article, the authors explore the desirability of the transitional justice paradigm and engage the past to conflict resolution efforts between Israelis and Palestinians, and demonstrate how transitional justice has the potential to serve as a valuable tool in long-term conflict resolution, and could foster truthtelling, restorative justice and grass-roots reconciliation between the two nations.
Journal ArticleDOI
Conflict Management and Dialogue with Diverse Students: Novice Teachers’ Approaches and Concerns
Christina Parker,Kathy Bickmore +1 more
TL;DR: This article conducted an exploratory quantitative and qualitative survey of how 68 novice teachers approached conflict and ethnocultural diversity in their classrooms, and found that most expressed some confidence in their capacities to address conflict, though many reported feeling alone, intimidated, or unwilling to engage students in constructive conflict talk.
Journal ArticleDOI
Schooling’s ‘contribution’ to contemporary violent conflict: Review of theoretical ideas and case studies in the field of education and conflict
TL;DR: This paper reviewed the literature on education and conflict and argued that the field of study of "education and conflict" has not yet solidified since its emergence in the 1990s, partly due to the weak theory base.
Dissertation
Inclusion in Peacebuilding Education: Discussion of Diversity and Conflict as Learning Opportunities for Immigrant Students
TL;DR: This article examined how three teachers in urban public elementary school classrooms with ethnocultural minority first and second-generation immigrant students (aged 9 to 13) implemented different kinds of curriculum content and pedagogy, and how those pedagogies facilitated or impeded inclusive democratic experiences for various students.
Rewriting the Balkans: Memory, Historiography, and the Making of a European Citizenry
TL;DR: In this paper, the work of historians, history teachers, and NGO employees engaged in regional initiatives to mitigate the influence of enduring ethnocentric national histories in the Balkans is explored.
References
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Book
Ideology and Curriculum
TL;DR: The third edition of the Third Edition of as discussed by the authors is dedicated to the 25th anniversary of the September 11th attacks on the United States and includes a discussion of the hidden curriculum and the nature of conflict.
Journal ArticleDOI
An analysis of the group process in encounters between Jews and Palestinians using a typology for discourse classification
Shoshana Steinberg,Dan Bar-On +1 more
TL;DR: The authors presented an analysis of the group process in encounters between Jewish and Palestinian Israeli citizens by using a typology for discourse classification, based on the assumption that change in the quality of discourse is a sign of a cognitive and affective change in how one perceives the "other", the "self" and "truth" which enables the parties to engage in dialogue and achieve understanding.
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