This article discusses the role of teachers in the formation of Israeli society, from the First Aliyah until the 1968 integration reform. The period studied is comprised of four sub-periods, during each of which teachers filled different roles. These roles included a contribution to reviving and spreading the language, creating educational and establishment tools, ideological training, and integration of the new immigrants into Israeli society. The study is based on Mannheim's generation theory, and seeks to use it to demonstrate the formation of the group of teachers in the Land of Israel and their influence on the creation of an imagined community, while also making comparisons with the activities of teachers in other societies.
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Tali Tadmor-Shimony and Nirit Raichel
Most studies of the social and political upheavals of the Second Republic treat violence as the main way people resisted the military coup and repression of 1851 and view political dissent through the lens of class. But the suppression of unorthodox political voices in the academy brings another form of resistance to light. Close personal networks and the organizational culture of the French academy distinguished the universitaires' animosity toward Louis Napoleon. To map the patterns of teachers' dissent, I use the proceedings of the Carnot Commission, an organ created by the emergency government of 1870 to gather information about the universitaires who had suffered political persecution around the time of the 1851 coup and offer them restitution. The Commission's work reveals a pattern of personal connections and distaste for authoritarianism that reflected the republican consensus as it emerged in the 1870s.
Twenty-five years ago, teachers’ text competence and strategic textbook use were not major issues in most countries because almost all had regulated textbook approval systems. The Swedish state had an official approval scheme for books before they
Statutory Rape or Postfeminism in Pretty Little Liars?
the series, I explore the relationship between high school junior Aria (Lucy Hale) and her English teacher Ezra (Ian Harding), and, more specifically, the assertion, linked to postfeminism, that in this relationship Aria is an equal partner who is
"Maintaining the Class"
Teachers in the New High Schools of the Banlieues
Over the past twenty years, a silent revolution brought 70 percent of a generation to the baccalauréat level (up from 33 percent in 1986), without ensuring students corresponding job opportunities. Sociologists have analyzed the impact of this educational democratization, which sought to solve the economic crisis by adapting the younger members of the French workforce to the new economy of services: it has paradoxically accentuated the stigmatization of youths from working-class and immigrant families who live in suburban housing projects. Therefore, high school teachers have had to deal with students' profound disillusionment with education. Moreover, teachers have been central to all of the recent political controversies in France regarding cultural difference. While there are books, pamphlets, and memoirs reflecting their experiences, there is no research exploring the discrepancy between high school teachers' expectations and those of their predecessors. This article explores this discrepancy and its contribution to the social and political construction of the "problème des banlieues."
Miriam B. Raider-Roth, Marta Albert, Ingrid Bircann-Barkey, Eric Gidseg, and Terry Murray
How do teachers build an understanding of their relationships with the boys they teach? This article examines an inherent complexity in the teacher-boy relationship that is rooted in a fundamental relational tension: genuine learning requires the development and nurturing of trustworthy relationships, yet many boys are faced with a cultural mandate of separation from relationships, especially care-giving ones such as parents and teachers. One area in which boys’ negotiation of this paradox is visible is in the examination of some boys’ resistances to their teachers, the curriculum of school, and school culture. Through an action research qualitative, relational methodology, this article examines teachers’ understandings of this paradox. Participants were members of a Teaching Boys Study Group, a forum of teachers dedicated to studying teaching, gender and relationship. Findings of this study reveal that when participating teachers confronted boys’ resistances in school, they were engaging a critical intersection of their teaching identities, culture and relationship. Specifically, they confronted a relational paradox that challenged their sense of self as teacher and connections with the boys they taught.
Suzanne Hudson, Roslyn Franklin, Peter Hudson, and Sarah James
al. 2014 ; Naylor et al. 2018 ). This can also be the case for university students from low socio-economic backgrounds or those who are the first in their family to attend university ( Kift 2015 ). For preservice teachers studying education degrees
Rabbi Alexandra Wright
1970s and ‘80s, and to my memories of Lionel as a teacher at Leo Baeck College. ‘There’s nothing worse than poverty, you know, Rabbi Blue’ 4 a clergyman whispers into his ear. There is a wry response from Lionel, whose ‘brave father sold ice
Tali Tadmor-Shimony and Nirit Raichel
wives and mothers. They included the kindergarten teacher Sarah Levy-Tanai, a noted choreographer who wrote and composed dozens of songs; Devorah Elon-Sereni, a biology teacher at the Herzliya Hebrew Gymnasium, 2 author of textbooks and transcontinental
Caridad Hernández Sánchez
This article explores the pedagogical strategies of applying anthropology in the field of Education, particularly in the initial training courses for teachers. It shows a way of doing applied anthropology by anthropologists who work as non-anthropologists but use their anthropological training and knowledge in their work. This study presents anthropology as a productive discipline in promoting different perspectives for the analysis and understanding of the social phenomena which, used in the classroom, facilitates students in training as educators to critically approach the fundamentals of Education as much as the processes of teaching and learning. Ultimately, this article points out how the shifts in Education students' perspectives instigated by the use of anthropology in the classroom might eventually lead to changes in education policies.