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Bekerman, Zvi; Zembylas, Michalinos – Paedagogica Historica: International Journal of the History of Education, 2016
The present paper deals with epistemological and methodological issues as these touch upon the products of educational practices related to the teaching of historical narratives in settings purposely created to facilitate dialogue, inclusion and recognition among children thought to be belonging in clearly differentiated and antagonistic groups in…
Descriptors: Foreign Countries, Conflict, Epistemology, Educational Practices
Bekerman, Zvi; Rosenfeld, Sue – Journal of Jewish Education, 2011
Jewish educators are expected not only to imbue their students with Jewish knowledge but with Jewish feelings and Jewish actions as well--in short, with Jewish identity. However, in spite of a growing understanding among researchers that identity is fluid and dynamic, many of the traditional methods for assessing Jewish identity reflect…
Descriptors: Constructivism (Learning), Jews, Judaism, Ethnicity
Zembylas, Michalinos; Bekerman, Zvi – European Educational Research Journal, 2013
This article takes on the issue of "integrated education" in conflicted societies and engages in a deeper analysis of its dominant theoretical concepts, approaches, and implications. This analysis suggests that the theoretical language that drives current approaches of integrated education may unintentionally be complicit to the project…
Descriptors: Conflict, Integration Studies, Social Change, Acculturation
Zembylas, Michalinos; Bekerman, Zvi – Curriculum Inquiry, 2008
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…
Descriptors: Ethnography, Longitudinal Studies, Memory, Foreign Countries