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ERIC Number: EJ900735
Record Type: Journal
Publication Date: 2010
Pages: 24
Abstractor: As Provided
Reference Count: 78
ISBN: N/A
ISSN: ISSN-0022-0272
Facilitated Dialogues with Teachers in Conflict-Ridden Areas: In Search of Pedagogical Openings that Move beyond the Paralysing Effects of Perpetrator-Victim Narratives
Bekerman, Zvi; Zembylas, Michalinos
Journal of Curriculum Studies, v42 n5 p573-596 2010
This paper shows some mechanisms as well as the paralysing implications of the perpetrator-victim positioning in the context of inservice education with Jewish- and Palestinian-Israeli teachers who teach in Palestinian-Jewish integrated schools. It examines how these teachers remain rooted in the hegemonic historical narratives of their own community, even when their attitudes are challenged and clearer alternatives to the reigning narratives are considered. The findings highlight failures in terms of the potential of educational efforts to help overcome situations of intractable conflict, even within contexts specifically devised for this purpose. However, 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 traditions are difficult places in which to effect change and that teacher training may not always be the answer for the need to bring about change. Ongoing agonistics of raising critical issues regarding one's identifications with hegemonic narratives offers openings to take responsibility for both the challenges and the dialogic possibilities that are created in the process. (Contains 9 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel