Israeli teachers make sense of global citizenship education in a divided society- religion, marginalisation and economic globalisation
Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
Standard
Israeli teachers make sense of global citizenship education in a divided society- religion, marginalisation and economic globalisation. / Goren, Heela; Maxwell, Claire; Yemini, Miri.
I: Comparative Education, Bind 55, Nr. 2, 03.04.2019, s. 243-263.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
Harvard
APA
Vancouver
Author
Bibtex
}
RIS
TY - JOUR
T1 - Israeli teachers make sense of global citizenship education in a divided society- religion, marginalisation and economic globalisation
AU - Goren, Heela
AU - Maxwell, Claire
AU - Yemini, Miri
PY - 2019/4/3
Y1 - 2019/4/3
N2 - Global citizenship education (GCE) has recently been promoted by national education systems and supranational organisations as a means for facilitating social cohesion and peace education. We examined the perceptions of GCE held by teachers from the three main education sectors in Israel: secular-Jewish, religious-Jewish, and Palestinian Arab, and found stark differences in the way teachers from each sector interpreted the term. For marginalised groups (Palestinian Arab), GCE is seen as offering a way of securing a sense of belonging to a global society. For already well-resourced social groups (Jewish secular), GCE is viewed as a way of promoting global futures. Meanwhile, for the Jewish religious minority in Israel, GCE is seen as a threat to national identity and religious values. Our findings cast doubt on the unifying potential of GCE, and we conclude by calling upon scholars and policymakers to examine unique obstacles facing GCE in their various contexts.
AB - Global citizenship education (GCE) has recently been promoted by national education systems and supranational organisations as a means for facilitating social cohesion and peace education. We examined the perceptions of GCE held by teachers from the three main education sectors in Israel: secular-Jewish, religious-Jewish, and Palestinian Arab, and found stark differences in the way teachers from each sector interpreted the term. For marginalised groups (Palestinian Arab), GCE is seen as offering a way of securing a sense of belonging to a global society. For already well-resourced social groups (Jewish secular), GCE is viewed as a way of promoting global futures. Meanwhile, for the Jewish religious minority in Israel, GCE is seen as a threat to national identity and religious values. Our findings cast doubt on the unifying potential of GCE, and we conclude by calling upon scholars and policymakers to examine unique obstacles facing GCE in their various contexts.
KW - Global citizenship
KW - divided society
KW - marginalised groups
KW - belonging
KW - religious education
KW - Israel
U2 - 10.1080/03050068.2018.1541660
DO - 10.1080/03050068.2018.1541660
M3 - Journal article
VL - 55
SP - 243
EP - 263
JO - Comparative Education
JF - Comparative Education
SN - 0305-0068
IS - 2
ER -
ID: 227516360