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Soheila Shahshahani

Ceremonies are a very important part of Iranian life. They have definite order, ritual and objects associated with them. The political and economic situation of individuals taking part in a ceremony mark them, and if there are various classes, positions and gender, they are all markers of ceremonies. To study any topic in terms of the duality of traditional and modern versions has become banal and too simplistic. Looking at one single ceremony, indeed even looking at only a few hours of a ceremony can show how malleable are the boundaries of a ceremony, to be affected by many factors. Regarding the few hours that I am reporting about, the following factors are involved: an earthquake; the Islamic Revolution and the reactions to it; satellite television; and consumer goods; as well as changes in people’s way of life that have affected the availability of time, the availability of space, and, finally, the place of the visual, the centrality of the camera in organising a ceremony in a way that it can be recorded in an acceptable manner for later viewing. Responding to all these changes and trying to hold together a very important ceremony and a number of people who must be kept together through ceremonies is what gives the following its meaning and urgency of its reporting.

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Individualization and Ethnopedagogy at Small Elementary Schools

Components of Vocational Training for University Tutors

Nikolai Neustroev, Anna Neustroeva, Tuyaara Shergina, and Jenanne K. Ferguson

, which leads to a reduction in the financing of schools with small class sizes. In turn, a reduction in wages leads to a reduction in staffing, and a general dissatisfaction of the teaching staff with how they are compensated for their labor. As a

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Guest Editors’ Introduction

Resisting Liberalism in Israel—the Case of Marginalized Mizrahim

Nissim Mizrachi and Menachem Mautner

electorate. Meretz, the Jewish leftist-liberal party, obtained votes barely sufficient to allow it to remain in the Knesset. The votes won by the Labor Party failed to lift it out of its middling size or to spread it beyond the middle class. These results

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Lena Saleh and Mira Sucharov

the op-eds assigned on the syllabus, students come to think of the issues discussed as ‘up for debate’. In fact, in a number of the classes we taught, students had already done independent background research on op-ed authors—often Israeli or

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Željka Janković and Svetlana Stefanović

nationalism within nation-states, competitive relations between women organized in social democratic parties and feminists from the upper class, and initiatives and participation in international feminist organizations. Within the chapter “Women’s Emancipation

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Sharon A. Kowalsky

contributed to the creation of new Romanian class and national identities, as governesses transmitted Western ideals to their students while also adapting to the realities and demands of the local context. Working in both private homes and state

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Evenki Adolescents’ Identities

Negotiating the Modern and the Traditional in Educational Settings

Svetlana Huusko

handicraft, the latter taught during the “labor” ( trud ) and technology classes. Extracurricular activities include ondatrovka , during which the male adolescents learn to fish and hunt muskrat ( ondatra ). However, teachers do not speak of contemporary

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European Bodies

Who Embodies europe? Explorations into the Construction of european Bodies

Anika Keinz and Paweł Lewicki

hierarchies that conflate essentialised national representations with lifestyles, class, gender performances and race ( Lewicki 2016 ; Ryan 2010 ). These phenomena show that there is a ‘spectre of Orientalism’ ( Buchowski 2006 ; see also Melegh 2006 ) and

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Raili Marling

, national, and class norms. In addition to providing fresh insights into the case of Wasilewska, Mrozik also shows the mechanisms involved in shaping historical narratives about controversial historical actors. Emily R. Gioielli’s “‘Home Is Home No Longer

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Wang Zhen, Alfred Tovias, Peter Bergamin, Menachem Klein, Tally Kritzman-Amir, and Pnina Peri

ideological factions and groups should adapt” (p. 106). And Tamir's interpretation of the claim that “Beytar acknowledges that the individual's action or the benefit of the class are totally subjected, during the whole period of the construction of the Hebrew