Citations (82)
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Natalie Levy & Daniel Monterescu. (2022) Radical conservatism and circumstantial multiculturalism: Jews, Christians and Muslims in a French Catholic School in Israel. International Journal of Bilingual Education and Bilingualism 25:9, pages 3303-3319.
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Qian Liu, Fatma Zehra Colak & Orhan Agirdag. (2022) Celebrating culture and neglecting language: representation of ethnic minorities in Chinese primary school textbooks (1976–2021). Journal of Curriculum Studies 54:5, pages 687-711.
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Bahar Rumelili & Lisa Strömbom. (2022) Agonistic recognition as a remedy for identity backlash: insights from Israel and Turkey. Third World Quarterly 43:6, pages 1361-1379.
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Athar Ḥaj Yaḥya. (2021) Between particularism and pluralism: children’s literature as a multicultural agent. Social Identities 27:6, pages 660-681.
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Itamar Rozenfeld, Miri Yemini & Laura C. Engel. (2021) Walking between the raindrops: the role of religion in globalised schooling. Discourse: Studies in the Cultural Politics of Education 42:5, pages 780-795.
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Stephen Roulston & Ulf Hansson. (2021) Kicking the can down the road? Educational solutions to the challenges of divided societies: a Northern Ireland case study. Discourse: Studies in the Cultural Politics of Education 42:2, pages 170-183.
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Pei-Fen Sung. (2020) Historical consciousness matters: national identity, historical thinking and the struggle for a democratic education in Taiwan. Journal of Curriculum Studies 52:5, pages 685-701.
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Izhak Berkovich & Ronit Bogler. (2019) DESCP factors: the ‘invisible’ impediments to reforms in education. Journal of Educational Administration and History 51:3, pages 239-255.
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Aviv Cohen. (2019) Israel’s civic education wars: a review of the literature and theoretical implications. Educational Review 71:3, pages 287-305.
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Heela Goren, Claire Maxwell & Miri Yemini. (2019) Israeli teachers make sense of global citizenship education in a divided society- religion, marginalisation and economic globalisation. Comparative Education 55:2, pages 243-263.
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Inari Sakki & Anna-Maija Pirttilä-Backman. (2019) Aims in teaching history and their epistemic correlates: a study of history teachers in ten countries. Pedagogy, Culture & Society 27:1, pages 65-85.
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Kussai Haj-Yehia & Boaz Lev Tov. (2018) Preservation of Palestinian Arab heritage as a strategy for the enrichment of civil coexistence in Israel. Social Identities 24:6, pages 727-744.
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Matt Reingold. (2018) Broadening Perspectives on Immigrant Experiences: Secondary Students Study the Absorption Difficulties Faced by Mizrachi Immigrants in Israel. Journal of Jewish Education 84:3, pages 312-329.
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Heela Goren & Miri Yemini. (2018) Obstacles and opportunities for global citizenship education under intractable conflict: the case of Israel. Compare: A Journal of Comparative and International Education 48:3, pages 397-413.
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Tsafrir Goldberg. (2017) Between Trauma and Perpetration: Psychoanalytical and Social Psychological Perspectives on Difficult Histories in the Israeli Context. Theory & Research in Social Education 45:3, pages 349-377.
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Matt Reingold. (2017) Not the Israel of My Elementary School: An Exploration of Jewish-Canadian Secondary Students' Attempts to Process Morally Complex Israeli Narratives. The Social Studies 108:3, pages 87-98.
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Anne Gaul. (2017) Security, Sovereignty, Patriotism—Sinhalese Nationalism and the State in Sri Lankan History Textbooks. Ethnopolitics 16:2, pages 161-178.
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Khalid Arar & Fadia Ibrahim. (2016) Education for national identity: Arab schools principals and teachers dilemmas and coping strategies. Journal of Education Policy 31:6, pages 681-693.
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Miri Yemini & Yuval Dvir. (2016) International Baccalaureate as a litmus test revealing conflicting values and power relations in the Israeli education system. Discourse: Studies in the Cultural Politics of Education 37:2, pages 310-323.
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Kenan Çayır. (2015) Citizenship, nationality and minorities in Turkey's textbooks: from politics of non-recognition to ‘difference multiculturalism’. Comparative Education 51:4, pages 519-536.
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Bashir Bashir. (2015) On citizenship and citizenship education: a Levantine approach and reimagining Israel/Palestine. Citizenship Studies 19:6-7, pages 802-819.
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Soli Vered. (2015) Peace education in Israel: an educational goal in the test of reality. Journal of Peace Education 12:2, pages 138-153.
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Miri Yemini, Oria Yardeni-Kuperberg & Nazie Natur. (2015) The global–local nexus: desired history curriculum components from the perspective of future teachers in a conflict-ridden society. Journal of Curriculum Studies 47:1, pages 26-48.
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Liora Sion. (2014) Passing as hybrid: Arab-Palestinian teachers in Jewish schools. Ethnic and Racial Studies 37:14, pages 2636-2652.
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Lisa Strömbom. (2013) Identity Shifts and Conflict Transformation – Probing the Israeli History Debates. Mediterranean Politics 18:1, pages 78-96.
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Neve Gordon. (2012) The Geography and Political Context of Human Rights Education: Israel as a Case Study. Journal of Human Rights 11:3, pages 384-404.
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Michalinos Zembylas & Zvi Bekerman. (2012) Teachers’ views about forgiveness in Israel and Cyprus: mapping the prospects of forgiveness as an educational goal. Educational Review 64:1, pages 99-114.
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ELLIP. SCHACHTER & YISRAEL RICH. (2011) Identity Education: A Conceptual Framework for Educational Researchers and Practitioners. Educational Psychologist 46:4, pages 222-238.
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Evgenia Partasi. (2011) Experiencing multiculturalism in Greek‐Cypriot primary schools. Compare: A Journal of Comparative and International Education 41:3, pages 371-386.
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Michalinos Zembylas. (2010) Negotiating co‐existence in divided societies: teachers, students and parents' perspectives at a shared school in Cyprus. Research Papers in Education 25:4, pages 433-455.
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Billie Eilam & Miriam Ben‐Peretz. (2010) Revisiting curriculum inquiry: the role of visual representations. Journal of Curriculum Studies 42:6, pages 751-774.
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Zvi Bekerman & Michalinos Zembylas. (2010) Facilitated dialogues with teachers in conflict‐ridden areas: in search of pedagogical openings that move beyond the paralysing effects of perpetrator–victim narratives. Journal of Curriculum Studies 42:5, pages 573-596.
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Naureen Durrani & Máiréad Dunne. (2010) Curriculum and national identity: exploring the links between religion and nation in Pakistan. Journal of Curriculum Studies 42:2, pages 215-240.
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Muhammed Amara, Faisal Azaiza, Rachel Hertz-Lazarowitz & Aura Mor-Sommerfeld. (2009) A new bilingual education in the conflict-ridden Israeli reality: language practices. Language and Education 23:1, pages 15-35.
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Mary Ann Maslak. (2008) School as a site of Tibetan ethnic identity construction in India? Results from a content analysis of textbooks and Delphi study of teachers' perceptions1
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Carrie Antal. (2008) Reflections on religious nationalism, conflict and schooling in developing democracies: India and Israel in comparative perspective. Compare: A Journal of Comparative and International Education 38:1, pages 87-102.
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Halleli Pinson. (2007) Inclusive Curriculum? Challenges to the Role of Civic Education in a Jewish and Democratic State. Curriculum Inquiry 37:4, pages 351-382.
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Ya-Chen Su. (2007) Ideological Representations of Taiwan’s History: An Analysis of Elementary Social Studies Textbooks, 1978–1995. Curriculum Inquiry 37:3, pages 205-237.
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Halleli Pinson. (2007) At the boundaries of citizenship: Palestinian Israeli citizens and the civic education curriculum. Oxford Review of Education 33:3, pages 331-348.
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Jiyoung Kang. (2023) Discursive Struggles for Multicultural Curriculum in South Korea. The Journal of Social Studies Research 45:1, pages 25-34.
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