Teaching colonial history and national identity development among palestinian students in Israel resisting colonisation through student activism
This research project explores the colonial hegemony and pedagogical contradictions imbedded within the process of collective-national identity development among Palestinian students in the Israeli formal educational system through inductive examination of the dialectical interplay between the three...
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| Main Author: | |
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| Format: | Electronic Book Chapter |
| Language: | Spanish |
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CLACSO
2017
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| Subjects: | |
| Online Access: | DOAB: download the publication DOAB: description of the publication |
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| Summary: | This research project explores the colonial hegemony and pedagogical contradictions imbedded within the process of collective-national identity development among Palestinian students in the Israeli formal educational system through inductive examination of the dialectical interplay between the three agents of the formal educational process; namely, the formal curriculum, the students and the teachers. The study utilised Grounded Theory (Glaser & Strauss, 1967) as a qualitative research method and used three sets of data: (a) the formal curriculum of history used in grades 7-12 in Palestinian schools in Israel, (b) in-depth qualitative interviews with 7 History Palestinian teachers who are officially employed by the Israeli government and teach Palestinian students in the segregated Palestinian schools in Israel, (c) in-depth interviews with 14 Palestinian college students who are graduates of this formal educational system. |
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| ISBN: | j.ctv253f5n4 9789877223026 |
| Access: | Open Access |