Teacher autonomy within a flexible national curriculum: development of Shoah (holocaust) education in Israeli state schools

References

• Achcar, G. (2010). The Arabs and the Holocaust: The Arab-Israeli war of narratives (G. Goshgarian, Trans.). New York, NY: Metropolitan Books, Macmillan.
   Google Scholar
• Allouche-Benayoun, J. (2012). Perceptions of the Holocaust in Europe and Muslim communities: Sources, comparisons and educational challenges. New York, NY: Springer.
   Google Scholar
• Almog, O. (2000). The Sabra: The creation of the new Jew. Berkeley, CA: University of Berkeley Press.10.1525/california/9780520216426.001.0001
   Google Scholar
• Auerhahn, N., & Laub, D. (1998). Intergenerational memory of the Holocaust. In Y. Danieli (Ed.), International handbook of multigenerational legacies of trauma (pp. 21–41). New York, NY: Springer.10.1007/978-1-4757-5567-1
   Google Scholar
• Auron, Y. (2008). The Holocaust: A central factor in the Jewish-Israeli identity. In E. H. Cohen (Ed.), Jewish identity, values and leisure of Israeli youth (pp. 153–160). Tel Aviv: Tel Aviv University.
   Google Scholar
• Ben-Amos, A., & Bet-El, I. (1999). Holocaust day and memorial day in Israeli schools: Ceremonies, education and history. Israel Studies, 4, 258–284.10.2979/isr.1999.4.issue-1
   Google Scholar
• Ben-Peretz, M. (1990). The teacher-curriculum encounter: Freeing teachers from the tyranny of text. Syracuse: SUNY Press.
   Google Scholar
• Ben-Peretz, M. (2000). When teaching changes, can teacher education be far behind? Prospects, 30, 215–224.10.1007/BF02754067
   Google Scholar
• Ben-Peretz, M. (2009). Policy-making in education: A holistic approach in response to global changes. New York, NY: Rowman & Littlefield Education.
   Google Scholar
• Berger, S., Canning, R., Dolan, M., Kurek, S., Pilz, M., & Rachwał, T. (2012). Curriculum-making in pre-vocational education in the lower secondary school: A regional comparative analysis within Europe. Journal of Curriculum Studies, 44, 679–701.10.1080/00220272.2012.702223
   Web of Science ®Google Scholar
• Bourdieu, P. (1979/1984). Distinction: A social critique of the judgment of taste. Cambridge, MA: Harvard University Press.
   Google Scholar
• Braham, R. (Ed.). (2004). The treatment of the Holocaust in Hungary and Romania during the post-communist era. New York, NY: Columbia University Press.
   Google Scholar
• Brody, D. (2009). Sailing through stormy seas: An Israeli kindergarten teacher confronts Holocaust remembrance day. Early Childhood Research & Practice, 11(2), 1–13.
   Google Scholar
• Caplan, K. (2001). Have ‘many lies accumulated in history books’? the Holocaust in Ashkenazi ‘haredi’ historical consciousness in Israel. Yad Vashem Studies, 29, 321–375.
   Google Scholar
• Cohen, E. H. (2008). Youth tourism to Israel: Educational experiences of the diaspora. Clevedon: Channel View.
   Google Scholar
• Cohen, E. H. (2013). Identity and pedagogy in Shoah education: The case of Israeli state schools. Boston, MA: Academic Studies Press.
   Google Scholar
• Cohen, E. H., & Romi, S. (2010). Classroom management and discipline: A multi-method analysis of the way teachers, students, and preservice teachers view disruptive behaviour. Educational Practice and Theory, 32, 47–69.10.7459/ept/32.1.04
   Google Scholar
• Connelly, F., & Clandinin, D. (1988). Teachers as curriculum planners: Narratives as experience. New York, NY: Teachers College Press.
   Google Scholar
• Datnow, A., & Castellano, M. (2000). Teachers' responses to success for all: How beliefs, experiences, and adaptations shape implementation. American Educational Research Journal, 37, 775–799.10.3102/00028312037003775
   Web of Science ®Google Scholar
• Deng, Z. (2011). Revisiting curriculum potential. Curriculum Inquiry, 41, 538–559.10.1111/curi.2011.41.issue-5
   Web of Science ®Google Scholar
• Deutsch, A. (1974). The Eichmann trial in the eyes of Israeli youngsters: Opinions, attitudes, and impact. Ramat-Gan: Bar-Ilan University Press.
   Google Scholar
• Dreyfus, J. (2011). Holocaust memory in the twenty-first century: Between national reshaping and globalisation. European Review of History: Revue europeenne d'histoire, 18, 69–78.10.1080/13507486.2011.543579
   Web of Science ®Google Scholar
• Education Committee of Knesset. (2009) Verbatim transcript of minutes of committee session on Shoah education in Jewish and Arabic sector schools, December 30, 2009. Unpublished.
   Google Scholar
• Elgström, O., & Hellstenius, M. (2011). Curriculum debate and policy change. Journal of Curriculum Studies, 43, 717–738.10.1080/00220272.2011.584562
   Web of Science ®Google Scholar
• Fallace, T. (2006). The origins of Holocaust education in American public schools. Holocaust and Genocide Studies, 20, 30–102.
   Web of Science ®Google Scholar
• Feldman, J. (2008). Above the death pits, beneath the flag: Youth voyages to Poland and the performance of Israeli national identity. Oxford: Berghahn Books.
   Google Scholar
• Feldman, E. (2009). Teaching the Shoah in the Jewish sector and the Arab sector. Jerusalem: Education, Culture and Sport Committee of the Israeli Parliament. Retrieved January 16, 2014, from http://www.knesset.gov.il/mmm/data/pdf/m02376.pdf (in Hebrew).
   Google Scholar
• Flanzbaum, H. (Ed.). (1999). The Americanization of the Holocaust. Baltimore, MD: Johns Hopkins University Press.
   Google Scholar
• Gaziel, H. (1996). Politics and policy-making in Israel’s education system. East Sussex: Sussex Academic Press.
   Google Scholar
• Gelber, Y. (1996). The shaping of the ‘New Jew’ in Eretz Israel. In I. Gutman (Ed.), Major changes within the Jewish people in the wake of the Holocaust (pp. 443–462). Jerusalem: Yad Vashem.
   Google Scholar
• Gerstenfeld, M. (2008). Holocaust trivialization. Retrieved January 16, 2014, from http://jcpa.org/article/holocaust-trivialization/
   Google Scholar
• Glanz, J., & Behar-Horenstein, L. (2000). Paradigm debates in curriculum and supervision: Modern and postmodern perspectives. Westport, CT: Greenwood.
   Google Scholar
• Gross, Z. (2010). Holocaust education in Jewish schools in Israel: Goals, dilemmas, challenges. Prospects, 40, 93–113.10.1007/s11125-010-9142-x
   Google Scholar
• Gur-Ze’ev, I. (2001). The production of self and the destruction of the other’s memory and identity in Israeli/Palestinian education on the Holocaust/Nakbah. Studies in Philosophy and Education, 20, 255–266.10.1023/A:1010367128782
   Google Scholar
• Halbwachs, M. (1950/1992). On collective memory. Chicago, IL: University of Chicago Press.
   Google Scholar
• Hawkey, K., & Prior, J. (2011). History, memory cultures and meaning in the classroom. Journal of Curriculum Studies, 43, 231–247.10.1080/00220272.2010.516022
   Web of Science ®Google Scholar
• Hofman, A. (2007). The politics of national education: Values and aims of Israeli history curricula, 1956–1995. Journal of Curriculum Studies, 39, 441–470.10.1080/00220270600957420
   Web of Science ®Google Scholar
• Hofman, A., Alpert, B., & Schnell, I. (2007). Education and social change: The case of Israel's state curriculum. Curriculum Inquiry, 37, 303–328.10.1111/j.1467-873X.2007.00389.x
   Web of Science ®Google Scholar
• Israel Central Bureau of Statistics. (2012). Students in secondary education, by supervision (Hebrew education). Statistical Abstract of Israel 2012. Retrieved June 19, 2013, from http://www.cbs.gov.il/shnaton63/st08_20.pdf
   Google Scholar
• Israel Ministry of Education. (2008). Goals of student delegations to Poland. Retrieved January 16, 2014, from http://cms.education.gov.il/EducationCMS/Units/Bitachon/MishlachotLechul/MishlachotLepolin/Klali.htm (in Hebrew).
   Google Scholar
• Israel Ministry of Education. (2011). Evaluation of youth journeys to Poland in 2009: Cognitive, emotional and axiological impacts. Jerusalem: Rama (in Hebrew).
   Google Scholar
• Israel Ministry of Education. (2014). The memory is mine: Educational program on the Shoah. (In Hebrew). Retrieved from http://cms.education.gov.il/EducationCMS/UNITS/Moe/Shoa
   Google Scholar
• Jiménez, T. (2010). Replenished ethnicity: Mexican Americans, immigration, and identity. Berkeley: University of California Press.
   Google Scholar
• Kahane, R. (1997). The origins of postmodern youth: Informal youth movements in a comparative perspective. Berlin: Walter de Gruyter.
   Google Scholar
• Katriel, T. (1988). Gibush: A study in Israeli cultural semantics. Anthropological Linguistics, 30, 199–213.
   Google Scholar
• Klar, Y., Schori-Eyal, N., & Klar, Y. (2013). The “never again” state of Israel: The emergence of the Holocaust as a core feature of Israeli identity and its four incongruent voices. Journal of Social Issues, 69, 125–143.10.1111/josi.12007
   Web of Science ®Google Scholar
• Kridel, C. (2010). Encyclopedia of curriculum studies, Volume 1. London: Sage.10.4135/9781412958806
   Google Scholar
• Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21, 899–916.10.1016/j.tate.2005.06.003
   Web of Science ®Google Scholar
• Lazar, A., Chaitin, J., Gross, T., & Bar-On, D. (2004). Jewish Israeli teenagers, national identity, and the lessons of the Holocaust. Holocaust and Genocide Studies, 18, 188–204.10.1093/hgs/dch061
   Web of Science ®Google Scholar
• Lederhendler, E. (Ed.). (2000). The six day war and world Jewry. Bethesda: University Press of Maryland.
   Google Scholar
• Levin, B. (1998). An epidemic of education policy: (What) can we learn from each other? Comparative Education, 34, 131–141.10.1080/03050069828234
   Web of Science ®Google Scholar
• Lewis, R., Romi, S., Qui, X., & Katz, Y. (2005). Teachers’ classroom discipline and student misbehavior in Australia, China and Israel. Teaching and Teacher Education, 21, 729–741.10.1016/j.tate.2005.05.008
   Web of Science ®Google Scholar
• Litvak-Hirsch, T., Chaitin, J., & Zaher, E. (2010). Perceptions of the holocaust of Palestinian young adults, citizens of Israel. Peace and Conflict: Journal of Peace Psychology, 16, 231–252.10.1080/10781911003694488
   Google Scholar
• Livneh, A. (2010). ‘The cry of the desperate and the fortitude of the remaining will suffice’: Commemorative literature, documentation and the study of the Holocaust, 1945–1961. Dapim: Studies on the Holocaust, 24, 177–222.
   Google Scholar
• Marcuse, H. (2010). Holocaust memorials: The emergence of a genre. The American Historical Review, 115, 53–89.10.1086/ahr.2010.115.issue-1
   Web of Science ®Google Scholar
• Michman, D. (1996). The impact of the Holocaust on religious Jewry. In Y. Gutman & A. Saf (Eds.), Major changes within the Jewish people in the wake of the Holocaust (pp. 659–707). Jerusalem: Yad Vashem.
   Google Scholar
• Michman, D. (2009). Introducing more ‘cultural history’ into the study of the Holocaust: A response to Dan Stone. Dapim: Studies on the Holocaust, 23, 69–75.
   Google Scholar
• Misco, T. (2008). “Nobody told us about what happened”: The current state of Holocaust education in Romania. International Education, 38, 6–20.
   Google Scholar
• Newman, I., & Benz, C. (1998). Qualitative-quantitative research methodology: Exploring the interactive continuum. Carbondale: Southern Illinois University Press.
   Google Scholar
• O’Day, J., Bitter, C., & Gomez, L. (2011). Education reform in New York City: Ambitious change in the nation’s most complex school system. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Ofer, D. (1996). Holocaust survivors as immigrants: The case of Israel and the Cyprus detainees. Modern Judaism, 16, 1–24.10.1093/mj/16.1.1
   Web of Science ®Google Scholar
• Olick, J., Vinitzky-Seroussi, V., & Lévy, D. (Eds.). (2011). The collective memory reader. Oxford, UK: Oxford University Press.
   Google Scholar
• Payne, C. (2008). So much reform, so little change: The persistence of failure in urban schools. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Petrie, J. (2009). The secular word “Holocaust”: Scholarly sacralization, twentieth century meanings. Retrieved January 16, 2014, from http://www.berkeleyinternet.com/holocaust/
   Google Scholar
• Philippou, S., Kontovourki, S., & Theodorou, E. (2014). Can autonomy be imposed? Examining teacher (re)positioning during the ongoing curriculum change in Cyprus. Journal of Curriculum Studies, 46, 611–633.10.1080/00220272.2013.856033
   Web of Science ®Google Scholar
• Porat, D. (2004). From the scandal to the Holocaust in Israeli education. Journal of Contemporary History, 39, 619–636.10.1177/0022009404046757
   Web of Science ®Google Scholar
• Priestley, M., Edwards, R., Priestley, A., & Miller, K. (2012). Teacher agency in curriculum making: Agents of change and spaces for manoeuvre. Curriculum Inquiry, 42, 191–214.10.1111/curi.2012.42.issue-2
   Web of Science ®Google Scholar
• Rich, Y., & Schachter, E. (2012). High school identity climate and student identity development. Contemporary Educational Psychology, 37, 218–228.10.1016/j.cedpsych.2011.06.002
   Web of Science ®Google Scholar
• Rogers, E. (1995). Diffusion of innovations (4th ed.). New York, NY: The Free Press, Simon & Schuster.
   Google Scholar
• Romi, S., & Lev, M. (2007). Experiential learning of history through youth journeys to Poland: Israeli Jewish youth and the Holocaust. Research in Education, 78, 88–102.10.7227/RIE.78.8
   Google Scholar
• Romi, S., & Schmida, M. (2009). Non-formal education: A major educational force in the postmodern era. Cambridge Journal of Education, 39, 257–273.10.1080/03057640902904472
   Google Scholar
• Rotem, S. (2013). A sense of Jewish empowerment or a lesson in universal values? New directions in the design of Holocaust museums in the USA. Dapim: Studies on the Holocaust, 27, 129–153.
   Google Scholar
• Schär, B. C., & Sperisen, V. (2010). Switzerland and the Holocaust: Teaching contested history. Journal of Curriculum Studies, 42, 649–669.10.1080/00220271003698462
   Web of Science ®Google Scholar
• Schechter, C. (2012). Developing teachers’ collective learning: Collective learning from success as perceived by three echelons in the school system. International Journal of Educational Research, 56, 60–74.10.1016/j.ijer.2012.06.005
   Google Scholar
• Schwab, J. (1973). The practical 3: Translation into curriculum. The School Review, 81, 501–522.10.1086/sr.1973.81.issue-4
   Web of Science ®Google Scholar
• Schweber, S. (2008). ‘Here there is no why’: Holocaust education at a Lubavitch girls’ yeshiva. Jewish Social Studies, 14, 156–185.
   Google Scholar
• Segev, T. (1991/2000). The seventh million: The Israelis and the Holocaust (H. Watzman, Trans.). New York, NY: Henry Holt.
   Google Scholar
• Shkedi, A. (2009). From curriculum guide to classroom practice: Teachers’ narratives of curriculum application. Journal of Curriculum Studies, 41, 833–854.10.1080/00220270902927030
   Web of Science ®Google Scholar
• Shoham, E., Shiloah, N., & Kalisman, R. (2003). Arab teachers and Holocaust education: Arab teachers study Holocaust education in Israel. Teaching and Teacher Education, 19, 609–625.10.1016/S0742-051X(03)00057-X
   Web of Science ®Google Scholar
• Shubert, A. (2013, April 9). Auschwitz survivor’s social media search for long-lost twin. CNN News. Retrieved from http://www.cnn.com/2013/04/09/world/meast/auschwitz-survivor-twin-search/
   Google Scholar
• Skop, Y. (2014, April 24). Israel unveils new Holocaust studies program starting in kindergarten. Ha’aretz. Retrieved from http://www.haaretz.com/news/israel/.premium-1.587252
   Google Scholar
• Smith, A. (1981). The ethnic revival in the modern world. Cambridge: Cambridge University Press.
   Google Scholar
• Totten, S. (2000). Diminishing the complexity and horror of the Holocaust: Using simulations in an attempt to convey historical experiences. Social Education, 64, 65–71.
   Google Scholar
• Totten, S., & Feinberg, S. (2009). Teaching and studying the Holocaust. Charlotte, NC: IAP.
   Google Scholar
• Vasvári, L., & de Zepetnek, S. (2009). Comparative Central European Holocaust studies. Lafayette, IN: Purdue University Press.
   Google Scholar
• Wallace, C. S., & Priestley, M. (2011). Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio-cultural perspective on professional development and change. Journal of Curriculum Studies, 43, 357–381.10.1080/00220272.2011.563447
   Web of Science ®Google Scholar
• Wegner, G. (1995). Buchenwald concentration camp and Holocaust education for youth in the new Germany. Journal of Curriculum and Supervision, 10, 171–188.
   Google Scholar
• Weitz, Y. (1996). The Holocaust on trial: The impact of the Kasztner and Eichmann trials on Israeli society. Israel Studies, 1(2), 1–26.10.2979/isr.1996.1.issue-2
   Google Scholar
• Whitty, G. (2002). Making sense of education policy: Studies in the sociology and politics of education. Thousand Oaks, CA: Sage.
   Google Scholar
• Wojcik, T. (2010). When curricular objectives collide: The official, enacted, and experienced curricula in schools during the People's Republic of Poland (1952–1989). Curriculum Inquiry, 40, 600–613.10.1111/curi.2010.40.issue-5
   Web of Science ®Google Scholar
• Xu, Y. (2009). School‐based teacher development through a school–university collaborative project: A case study of a recent initiative in China. Journal of Curriculum Studies, 41, 49–66.10.1080/00220270802546740
   Web of Science ®Google Scholar
• Yablonka, H. (2009). Oriental Jewry and the Holocaust: A tri-generational perspective. Israel Studies, 14, 94–122.10.2979/ISR.2009.14.1.94
   Google Scholar
• Yad Vashem. (2008). In advance of international Holocaust remembrance day. Retrieved January 16, 2014, from http://www1.yadvashem.org/yv/en/pressroom/pressreleases/pr_details.asp?cid=200
   Google Scholar
• Yad Vashem. (2011). Highlights of Yad Vashem’s activities in 2011. Retrieved January 16, 2014, from http://www1.yadvashem.org/yv/en/pressroom/pdf/highlights2011.pdf
   Google Scholar
• Yad Vashem. (2013). Professional enrichment training courses for teachers across Israel, 2012–2013. Retrieved January 16, 2014, from http://www.yadvashem.org/yv/he/education/teachers/list_2013.asp (in Hebrew).
   Google Scholar