Israeli teachers make sense of global citizenship education in a divided society- religion, marginalisation and economic globalisation

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Standard

Israeli teachers make sense of global citizenship education in a divided society- religion, marginalisation and economic globalisation. / Goren, Heela; Maxwell, Claire; Yemini, Miri.

I: Comparative Education, Bind 55, Nr. 2, 03.04.2019, s. 243-263.

Publikation: Bidrag til tidsskriftTidsskriftartikelfagfællebedømt

Harvard

Goren, H, Maxwell, C & Yemini, M 2019, 'Israeli teachers make sense of global citizenship education in a divided society- religion, marginalisation and economic globalisation', Comparative Education, bind 55, nr. 2, s. 243-263. https://doi.org/10.1080/03050068.2018.1541660

APA

Goren, H., Maxwell, C., & Yemini, M. (2019). Israeli teachers make sense of global citizenship education in a divided society- religion, marginalisation and economic globalisation. Comparative Education, 55(2), 243-263. https://doi.org/10.1080/03050068.2018.1541660

Vancouver

Goren H, Maxwell C, Yemini M. Israeli teachers make sense of global citizenship education in a divided society- religion, marginalisation and economic globalisation. Comparative Education. 2019 apr. 3;55(2):243-263. https://doi.org/10.1080/03050068.2018.1541660

Author

Goren, Heela ; Maxwell, Claire ; Yemini, Miri. / Israeli teachers make sense of global citizenship education in a divided society- religion, marginalisation and economic globalisation. I: Comparative Education. 2019 ; Bind 55, Nr. 2. s. 243-263.

Bibtex

@article{a812ae2d08414829af2c37f7636c4b27,
title = "Israeli teachers make sense of global citizenship education in a divided society- religion, marginalisation and economic globalisation",
abstract = "Global citizenship education (GCE) has recently been promoted by national education systems and supranational organisations as a means for facilitating social cohesion and peace education. We examined the perceptions of GCE held by teachers from the three main education sectors in Israel: secular-Jewish, religious-Jewish, and Palestinian Arab, and found stark differences in the way teachers from each sector interpreted the term. For marginalised groups (Palestinian Arab), GCE is seen as offering a way of securing a sense of belonging to a global society. For already well-resourced social groups (Jewish secular), GCE is viewed as a way of promoting global futures. Meanwhile, for the Jewish religious minority in Israel, GCE is seen as a threat to national identity and religious values. Our findings cast doubt on the unifying potential of GCE, and we conclude by calling upon scholars and policymakers to examine unique obstacles facing GCE in their various contexts.",
keywords = "Global citizenship, divided society, marginalised groups, belonging, religious education, Israel",
author = "Heela Goren and Claire Maxwell and Miri Yemini",
year = "2019",
month = apr,
day = "3",
doi = "10.1080/03050068.2018.1541660",
language = "English",
volume = "55",
pages = "243--263",
journal = "Comparative Education",
issn = "0305-0068",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - Israeli teachers make sense of global citizenship education in a divided society- religion, marginalisation and economic globalisation

AU - Goren, Heela

AU - Maxwell, Claire

AU - Yemini, Miri

PY - 2019/4/3

Y1 - 2019/4/3

N2 - Global citizenship education (GCE) has recently been promoted by national education systems and supranational organisations as a means for facilitating social cohesion and peace education. We examined the perceptions of GCE held by teachers from the three main education sectors in Israel: secular-Jewish, religious-Jewish, and Palestinian Arab, and found stark differences in the way teachers from each sector interpreted the term. For marginalised groups (Palestinian Arab), GCE is seen as offering a way of securing a sense of belonging to a global society. For already well-resourced social groups (Jewish secular), GCE is viewed as a way of promoting global futures. Meanwhile, for the Jewish religious minority in Israel, GCE is seen as a threat to national identity and religious values. Our findings cast doubt on the unifying potential of GCE, and we conclude by calling upon scholars and policymakers to examine unique obstacles facing GCE in their various contexts.

AB - Global citizenship education (GCE) has recently been promoted by national education systems and supranational organisations as a means for facilitating social cohesion and peace education. We examined the perceptions of GCE held by teachers from the three main education sectors in Israel: secular-Jewish, religious-Jewish, and Palestinian Arab, and found stark differences in the way teachers from each sector interpreted the term. For marginalised groups (Palestinian Arab), GCE is seen as offering a way of securing a sense of belonging to a global society. For already well-resourced social groups (Jewish secular), GCE is viewed as a way of promoting global futures. Meanwhile, for the Jewish religious minority in Israel, GCE is seen as a threat to national identity and religious values. Our findings cast doubt on the unifying potential of GCE, and we conclude by calling upon scholars and policymakers to examine unique obstacles facing GCE in their various contexts.

KW - Global citizenship

KW - divided society

KW - marginalised groups

KW - belonging

KW - religious education

KW - Israel

U2 - 10.1080/03050068.2018.1541660

DO - 10.1080/03050068.2018.1541660

M3 - Journal article

VL - 55

SP - 243

EP - 263

JO - Comparative Education

JF - Comparative Education

SN - 0305-0068

IS - 2

ER -

ID: 227516360