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Abstract
In this article I investigate how one group of teachers deliberated about Israel education with the intention to “modify the myth” as they engaged in curriculum reform. I begin from the idea that curriculum development should be an in-house endeavor that encourages faculty to embrace their roles as curricular decision-makers. Participants readily shared insights and suggestions from personal experiences and practices and explored goal language for teaching a critical Israel. However, moving from individual reflection to practical decision-making proved complicated due to factors stemming from personal and professional identities, school structure and culture. I consider implications for harnessing teacher potential as Israel education curriculum developers.
ACKNOWLEDGMENTS
The author wishes to thank Ofra Backenroth, Carol Ingall, Jeff Kress, Rebecca Shargel, and Andrea Libresco for commenting on earlier drafts of this article as well as the anonymous reviewers for their helpful suggestions.
Notes
1 Although beyond the scope of this study, these institutional issues intensified the following year, significantly reducing the possibilities for the Israel Education Committee to continue its curricular deliberations and to begin dissemination and implementation of its plans. During Year 2 teachers piloted Israel units in specific courses and an all-school “Israel Education Week” was held.
Additional information
Notes on contributors
Meredith Katz
Meredith Katz is the Clinical Assistant Professor of Jewish Education at the Davidson School of Education of the Jewish Theological Seminary. E-mail: [email protected]