Description
Book SynopsisCollaborative engagement between activist academics from Israel and Northern Ireland highlighted the challenges and potential of working through education to promote shared learning and shared life in divided societies. Following these initial explorations, the volume brought together educationalists from Europe, the United States and South Africa to widen the range of experience and insights, and broaden the base of the conversation. The result is this book on the role of shared education, not only in deeply divided societies, but also in places where minorities face discrimination, where migrants face prejudice and barriers, or where society fails to deal positively with cultural diversity. Together, the contributors challenged themselves to develop theoretical and practical paradigms, based on practical knowledge and experience, to promote activist pedagogies. Their shared purpose was to work for more humane, just and democratic societies, in which education offers genuine hope for sustained transformational change. The four main themes around which the book is organized are: educating for democratic-multicultural citizenship, models of shared learning, nurturing intercultural competencies, and reconciling dialogue in the face of conflicting narratives. The book draws on a wide range of international perspectives and insights to identify practical strategies for change in local contexts.
Table of ContentsList of Figures and Tables Notes on Contributors Introduction Dafna Yitzhaki, Tony Gallagher, Nimrod Aloni and Zehavit Gross PART 1: Educating for a Democratic-Multicultural Citizenship 1 Empowering Agency in the Ethical, Political, and the Teaching/Learning Spheres of Education: An Integrative Model of Activist Pedagogy Nimrod Aloni 2 Teaching Controversial Issues as Part of Education for Democratic Intercultural Citizenship Wiel Veugelers and Jaap Schuitema 3 Towards Educating Teachers as Advocators: A Conceptual Discussion and a Historical Example Jaime Grinberg 4 Democratic Citizenship Education as an Activist Pedagogy: Towards the Cultivation of Democratic Justice on the African Continent Yusef Waghid 5 Educating for Democratic Citizenship: Arabic in Israeli Higher Education as a Case in Point Smadar Donitsa-Schmidt, Muhammad Amara and Abd Al-Rahman Mar’i PART 2: Enhancing Models of Shared Learning 6 Turning Research into Policy: The Experience of Shared Education in Northern Ireland Tony Gallagher, Gavin Duffy and Gareth Robinson 7 “Moving into Hebrew Is Natural”: Jewish and Arab Teachers in a Shared Education Project Dafna Yitzhaki 8 Shared Learning in the Context of Conflict Shany Payes and Shula Mola 9 Jewish-Arab Bilingual Education in Israel Assaf Meshulam 10 Minority EFL Teachers on Shared-Life Education in Conflict-Ridden Contexts: The Subaltern Speaks Back Muzna Awayed-Bishara PART 3: Nurturing Intercultural Competencies 11 Contestation as an Innovative Construct for Conflict Management and Activist Pedagogy Zehavit Gross 12 “Thou Shalt Not Be a Bystander”: Holocaust and Genocide Education with a Gendered, Universal Lens, as a Path to Empathy and Courage Lori Weintrob 13 Internationalization for Nurturing Intercultural Communicative Competencies in Pre-Service Teachers Beverley Topaz and Tina Waldman 14 Developing Culturally Proficient Global Peace Education Changemaker Educators for Culturally Diverse Schools and Classrooms Reyes L. Quezada PART 4: Reconciling Dialogue in the Face of Conflicting Narratives 15 The Holocaust and Its Teaching in Israel in View of the Conflict: General and Pedagogical Implications and Lessons Daniel Bar-Tal and Galiya Bar-Tal 16 Teaching History and Citizenship in Schools in Northern Ireland Gavin Duffy, Tony Gallagher and Gareth Robinson 17 Successful Failure: A Dual Narrative Approach to History Education: An Israeli Palestinian Project Eyal Naveh 18 The Narrative Approach to Shared Education: Insights from Jerusalem Myriam Darmoni-Charbit and Noa Shapira 19 Imagined Communities: Staging Shared Society in Israel Lee Perlman and Sinai Peter 20 Arts as a Sphere for the Study of History Philipp Schmidt-Rhaesa, Jürgen Scheffler and Lilach Naishtat-Bornstein
