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Direct linkLevenson, Lance; Resnik, Julia – British Journal of Sociology of Education, 2021
The use of international curricula by minority diaspora communities poses a paradox for the construction of student identities that juxtaposes ethnonational and global discourses. Positioned in the throes of the Israeli-Palestinian conflict, the Armenian School in Jerusalem utilizes a global curriculum while also attempting to sustain collective…
Descriptors: International Schools, Self Concept, Case Studies, Ethnography
