Zvi Bekerman
ZVI BEKERMAN teaches anthropology of education at the School of Education, Hebrew University of Jerusalem, and is a faculty member at the Mandel Leadership Institute in Jerusalem. His main interests are in the study of cultural, ethnic and national identity, including identity processes and negotiation during intercultural encounters and in formal/informal learning contexts. He is particularly interested in how concepts such as culture and identity intersect with issues of social justice, intercultural and peace education, and citizenship education. His recent work has examined the intersection between civic and religious epistemologies in educational contexts. In addition to publishing multiple papers in a variety of academic journals, Bekerman is the founding editor of the refereed journal Diaspora, Indigenous, and Minority Education: An International Journal. Among his most recent books: Bekerman, Z., & Zembylas, M. (2017). Psychologized language in education: Denaturalizing a regime of truth, Palgrave Macmillan - Springer Bekerman, Zvi (2016), The Promise of Integrated and Multicultural Bilingual Education: Inclusive Palestinian-Arab and Jewish Schools in Israel, Oxford University Press, 2016; Bekerman, Zvi & Michalinos Zembylas (2012), Teaching Contested Narratives Identity, Memory and Reconciliation in Peace Education and Beyond. London, Cambridge University Press; and Bekerman, Zvi; Geisen, Thomas (Eds.) (2012) International Handbook of Migration, Minorities and Education Understanding Cultural and Social Differences in Processes of Learning. New York: Springer. Claire McGlynn, Michalinos Zembylas, & Zvi Bekerman (Eds.) (2013) Integrated Education in Conflicted Societies. Palgrave, Mcmillan.
Phone: Tel + 972 2 5882120
Address: Zvi Bekerman, Ph.D.
School of Education, Melton Center
Hebrew University
Jerusalem
Israel, 91905
Phone: Tel + 972 2 5882120
Address: Zvi Bekerman, Ph.D.
School of Education, Melton Center
Hebrew University
Jerusalem
Israel, 91905
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Books by Zvi Bekerman
Emphasizes the unique cultural and political characteristics of various societies in the global world
Presents the opportunities awaiting minority teachers in majoritarian educational settings
This book is open access, which means that you have free and unlimited access
More information about the book can be found at www.oup.com/us, Amazon.com, bn.com, or your local bookstore.
Identity, Memory and Reconciliation in Peace Education and Beyond
Zvi Bekerman, Hebrew University of Jerusalem
Michalinos Zembylas, Open University of Cyprus
Hardback
ISBN:9780521766890
272pages
Dimensions: 228 x 152 mm
Weight: 0.55kg
Not yet published - available from December 2011
$90.00 (C)
In troubled societies narratives about the past tend to be partial and explain a conflict from narrow perspectives that justify the national self and condemn, exclude and devalue the 'enemy' and their narrative. Through a detailed analysis, Teaching Contested Narratives reveals the works of identity, historical narratives and memory as these are enacted in classroom dialogues, canonical texts and school ceremonies. Presenting ethnographic data from local contexts in Cyprus and Israel, and demonstrating the relevance to educational settings in countries which suffer from conflicts all over the world, the authors explore the challenges of teaching narratives about the past in such societies, discuss how historical trauma and suffering are dealt with in the context of teaching, and highlight the potential of pedagogical interventions for reconciliation. The book shows how the notions of identity, memory and reconciliation can perpetuate or challenge attachments to essentialized ideas about peace and conflict.
Table of Contents
Part I. Introduction and Theoretical Underpinnings: 1. Introduction
2. Problematizing peace education romanticism
3. On conflict, identity and more
Part II. Living and Teaching Contested Narratives: 4. Victims and perpetrators: how teachers live with contested narratives
5. (Im)possible openings
6. The everyday challenges of teaching children from conflicting groups
7. The emotional complexities of teaching contested narratives
Part III. Mourning, Forgiveness and Reconciliation: Problems and Possible Solutions: 8. The nationalization of mourning in troubled societies
9. The work of mourning in schools: ambivalent emotions and the risks of seeking mutual respect and understanding
10. Forgiveness as a possible path towards reconciliation
Part IV. Conclusions: Implications for Peace Education: 11. Becoming critical design experts in schools
12. Memory and forgetting: a pedagogy of dangerous memories
13. De-essentializing identity
14. Designing different paths for reconciliation pedagogies.
About the Author(s)
By Claire McGlynn, Michalinos Zembylas and Zvi Bekerman
Claire McGlynn is a Lecturer at the School of Education, Queen's University, Belfast, Northern Ireland.
Michalinos Zembylas is Associate Professor of Education at the Open University of Cyprus.
Zvi Bekerman teaches Anthropology of Education at the School of Education and The Melton Center, Hebrew University of Jerusalem, Israel.
Table of Contents
General Introduction: Zvi Bekerman and Michalinos Zembylas
PART I: LEADERSHIP OF INTEGRATED EDUCATION
1. The Magic of Millennium: A milestone towards peace in Northern Ireland; Mary Roulston
2. The Integrated Education Fund in Northern Ireland; Paul Caskey
3. Changing our Reality: The integrated –Arabic- Hebrew- bilingual education in Israel; Inas Deeb and Nadia Kinani
4. On the Peace Line: The experience of an integrated school; Noreen Campbell
5. Interethnic Dialogue and Cooperation for Integrated Education in BiH: The
practice and experience of the Nansen Dialogue Center Sarajevo; Ljuljjeta Goranci-Brkic
PART II: STARTING INTEGRATED SCHOOLS AND TRANSFORMATION OF EXISTING SCHOOLS IN CONFLICTED SOCIETIES
6. All-ability Education in Northern Ireland: A principal's perspective; Kevin Lambe
7. Two Steps Forward and One Step Back: A journey to creating an integrated school in Cyprus; Maria Asvesta
8. Priory Integrated College: A transformed integrated college – a college transformed; Peter McCreadie
9. Building Bridges at the Earliest Age through Mozaik: Model for multicultural preschool education in Macedonia; Vilma Venkovska Milcev
10. Integrated Education in the Republic of Macedonia: Challenges for teachers; Biljana Krstevska and Veton Zekolli
PART III: CURRICULUM AND PEDAGOGY ISSUES IN INTEGRATED SCHOOLS
11. A Practitioner's Reflections on Schooling in Bilingual Integrated Contexts; Julia Salman
12. Challenges of Education for Peace in Segregated Schools in Vukovar; Marinko Uremovic and Ivana Milas
13. Exploring Controversial Issues together in Northern Ireland: A view from Lagan College chaplainacy; Helen Killick and Sharon Verwoerd
14. Embedding Integration through the Anti-bias Curriculum; Paula McIlwaine
15. Khalil, Khalil and Khalil; Bob Mark
PART IV: MOVING FORWARDS- DEVELOPING AND SUSTAINING SUPPORT FOR INTEGRATED SCHOOLS
16. My Experience of Integrated Education in Northern Ireland; Richard Wilson
Chapter 17: Thirty Years to Achieve Seven Percent: Working to desegregate the school in Northern Ireland; Colm Cavanagh
General Conclusion: Michalinos Zembylas and Zvi Bekerman
International Handbook of Migration, Minorities and Education
Understanding Cultural and Social Differences in Processes of Learning
Bekerman, Zvi; Geisen, Thomas (Eds.)
An important contribution to critical educational theory which focuses on ‘the social’ and ‘the in-between’.
Over 40 theoretical and empirical studies which cover more than 20 locations in Europe, America, Australia and Asia.
Migrants and minorities are always at risk of being caught in essentialized cultural definitions and being denied the right to express their cultural preferences because they are perceived as threats to social cohesion. Migrants and minorities respond to these difficulties in multiple ways — as active agents in the pedagogical, political, social, and scientific processes that position them in this or that cultural sphere. On the one hand, they reject ascribed cultural attributes while striving towards integration in a variety of social spheres, e.g. school and workplace, in order to achieve social mobility. On the other hand, they articulate demands for cultural self-determination. This discursive duality is met with suspicion by the majority culture. For societies with high levels of migration or with substantial minority cultures, questions related to the meaning of cultural heterogeneity and the social and cultural limits of learning and communication (e.g. migration education or critical multiculturalism) are very important. It is precisely here where the chances for new beginnings and new trials become of great importance for educational theorizing, which urgently needs to find answers to current questions about individual freedom, community/cultural affiliations, and social and democratic cohesion. Answers to these questions must account for both ‘political’ and ‘learning’ perspectives at the macro, mezzo, and micro contextual levels. The contributions of this edited volume enhance the knowledge in the field of migrant/minority education, with a special emphasis on the meaning of culture and social learning for educational processes.
Content Level » Research
Keywords » acceptance - adaptation - assimilation - belonging - conflict of cultures - cultural - culture - differences - education - educational research - emancipation - ethnic - exclusion - governance - heterogeneity - immigrants - integration - international - learning - learning process - migration - minorities - minority education - multiculturalism - networks - recognition - school policies - schooling - self-determination - social - social change - social cohesion - social learning - social limits - social mobility - socialisation - transculturality
Papers by Zvi Bekerman
Emphasizes the unique cultural and political characteristics of various societies in the global world
Presents the opportunities awaiting minority teachers in majoritarian educational settings
This book is open access, which means that you have free and unlimited access
More information about the book can be found at www.oup.com/us, Amazon.com, bn.com, or your local bookstore.
Identity, Memory and Reconciliation in Peace Education and Beyond
Zvi Bekerman, Hebrew University of Jerusalem
Michalinos Zembylas, Open University of Cyprus
Hardback
ISBN:9780521766890
272pages
Dimensions: 228 x 152 mm
Weight: 0.55kg
Not yet published - available from December 2011
$90.00 (C)
In troubled societies narratives about the past tend to be partial and explain a conflict from narrow perspectives that justify the national self and condemn, exclude and devalue the 'enemy' and their narrative. Through a detailed analysis, Teaching Contested Narratives reveals the works of identity, historical narratives and memory as these are enacted in classroom dialogues, canonical texts and school ceremonies. Presenting ethnographic data from local contexts in Cyprus and Israel, and demonstrating the relevance to educational settings in countries which suffer from conflicts all over the world, the authors explore the challenges of teaching narratives about the past in such societies, discuss how historical trauma and suffering are dealt with in the context of teaching, and highlight the potential of pedagogical interventions for reconciliation. The book shows how the notions of identity, memory and reconciliation can perpetuate or challenge attachments to essentialized ideas about peace and conflict.
Table of Contents
Part I. Introduction and Theoretical Underpinnings: 1. Introduction
2. Problematizing peace education romanticism
3. On conflict, identity and more
Part II. Living and Teaching Contested Narratives: 4. Victims and perpetrators: how teachers live with contested narratives
5. (Im)possible openings
6. The everyday challenges of teaching children from conflicting groups
7. The emotional complexities of teaching contested narratives
Part III. Mourning, Forgiveness and Reconciliation: Problems and Possible Solutions: 8. The nationalization of mourning in troubled societies
9. The work of mourning in schools: ambivalent emotions and the risks of seeking mutual respect and understanding
10. Forgiveness as a possible path towards reconciliation
Part IV. Conclusions: Implications for Peace Education: 11. Becoming critical design experts in schools
12. Memory and forgetting: a pedagogy of dangerous memories
13. De-essentializing identity
14. Designing different paths for reconciliation pedagogies.
About the Author(s)
By Claire McGlynn, Michalinos Zembylas and Zvi Bekerman
Claire McGlynn is a Lecturer at the School of Education, Queen's University, Belfast, Northern Ireland.
Michalinos Zembylas is Associate Professor of Education at the Open University of Cyprus.
Zvi Bekerman teaches Anthropology of Education at the School of Education and The Melton Center, Hebrew University of Jerusalem, Israel.
Table of Contents
General Introduction: Zvi Bekerman and Michalinos Zembylas
PART I: LEADERSHIP OF INTEGRATED EDUCATION
1. The Magic of Millennium: A milestone towards peace in Northern Ireland; Mary Roulston
2. The Integrated Education Fund in Northern Ireland; Paul Caskey
3. Changing our Reality: The integrated –Arabic- Hebrew- bilingual education in Israel; Inas Deeb and Nadia Kinani
4. On the Peace Line: The experience of an integrated school; Noreen Campbell
5. Interethnic Dialogue and Cooperation for Integrated Education in BiH: The
practice and experience of the Nansen Dialogue Center Sarajevo; Ljuljjeta Goranci-Brkic
PART II: STARTING INTEGRATED SCHOOLS AND TRANSFORMATION OF EXISTING SCHOOLS IN CONFLICTED SOCIETIES
6. All-ability Education in Northern Ireland: A principal's perspective; Kevin Lambe
7. Two Steps Forward and One Step Back: A journey to creating an integrated school in Cyprus; Maria Asvesta
8. Priory Integrated College: A transformed integrated college – a college transformed; Peter McCreadie
9. Building Bridges at the Earliest Age through Mozaik: Model for multicultural preschool education in Macedonia; Vilma Venkovska Milcev
10. Integrated Education in the Republic of Macedonia: Challenges for teachers; Biljana Krstevska and Veton Zekolli
PART III: CURRICULUM AND PEDAGOGY ISSUES IN INTEGRATED SCHOOLS
11. A Practitioner's Reflections on Schooling in Bilingual Integrated Contexts; Julia Salman
12. Challenges of Education for Peace in Segregated Schools in Vukovar; Marinko Uremovic and Ivana Milas
13. Exploring Controversial Issues together in Northern Ireland: A view from Lagan College chaplainacy; Helen Killick and Sharon Verwoerd
14. Embedding Integration through the Anti-bias Curriculum; Paula McIlwaine
15. Khalil, Khalil and Khalil; Bob Mark
PART IV: MOVING FORWARDS- DEVELOPING AND SUSTAINING SUPPORT FOR INTEGRATED SCHOOLS
16. My Experience of Integrated Education in Northern Ireland; Richard Wilson
Chapter 17: Thirty Years to Achieve Seven Percent: Working to desegregate the school in Northern Ireland; Colm Cavanagh
General Conclusion: Michalinos Zembylas and Zvi Bekerman
International Handbook of Migration, Minorities and Education
Understanding Cultural and Social Differences in Processes of Learning
Bekerman, Zvi; Geisen, Thomas (Eds.)
An important contribution to critical educational theory which focuses on ‘the social’ and ‘the in-between’.
Over 40 theoretical and empirical studies which cover more than 20 locations in Europe, America, Australia and Asia.
Migrants and minorities are always at risk of being caught in essentialized cultural definitions and being denied the right to express their cultural preferences because they are perceived as threats to social cohesion. Migrants and minorities respond to these difficulties in multiple ways — as active agents in the pedagogical, political, social, and scientific processes that position them in this or that cultural sphere. On the one hand, they reject ascribed cultural attributes while striving towards integration in a variety of social spheres, e.g. school and workplace, in order to achieve social mobility. On the other hand, they articulate demands for cultural self-determination. This discursive duality is met with suspicion by the majority culture. For societies with high levels of migration or with substantial minority cultures, questions related to the meaning of cultural heterogeneity and the social and cultural limits of learning and communication (e.g. migration education or critical multiculturalism) are very important. It is precisely here where the chances for new beginnings and new trials become of great importance for educational theorizing, which urgently needs to find answers to current questions about individual freedom, community/cultural affiliations, and social and democratic cohesion. Answers to these questions must account for both ‘political’ and ‘learning’ perspectives at the macro, mezzo, and micro contextual levels. The contributions of this edited volume enhance the knowledge in the field of migrant/minority education, with a special emphasis on the meaning of culture and social learning for educational processes.
Content Level » Research
Keywords » acceptance - adaptation - assimilation - belonging - conflict of cultures - cultural - culture - differences - education - educational research - emancipation - ethnic - exclusion - governance - heterogeneity - immigrants - integration - international - learning - learning process - migration - minorities - minority education - multiculturalism - networks - recognition - school policies - schooling - self-determination - social - social change - social cohesion - social learning - social limits - social mobility - socialisation - transculturality