- Galilee
Tamar Hager
Tel Hai College, Education, Faculty Member
- Contemporary Literature, Psychoanalysis And Literature, Feminist Literary Theory and Gender Studies, Masculinity Studies, Autobiography, Education, and 23 moreAngela Carter, Retold Fairy Tales, Sociology, Art History, Teacher Education, Philosophy, History, Anthropology, Social Sciences, Geography, Culture, Humanities, Cultural Anthropology, Citizenship, Peace Education, Migrant labour, Arab-Israeli conflict, Palestinian-Israeli conflict, Critical Pedagogy, Feminism, Multiculturalism, Organizational Change, and Critical Thinkingedit
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ABSTRACT Among those who died in the battle at Tel Hai were two young women, Dvora Drachler and Sarah Chizik. Although they were the first women to be killed in a Yishuv battle, and were treated with honor immediately after their death,... more
ABSTRACT Among those who died in the battle at Tel Hai were two young women, Dvora Drachler and Sarah Chizik. Although they were the first women to be killed in a Yishuv battle, and were treated with honor immediately after their death, their commemoration as female warriors were never established, and their public memory was faded. This article explores the way in which Drachler and Chizik, negotiated gender norms by their life choices, including their staying in Tel Hai. It argues that each of them obeyed and rebelled against these norms in different ways. The article also claims that their gender identity affected their fate as subjects during the battle as well as their position in historical memory.
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This paper addresses my political and pedagogical resistance to the institutional discrimination of Palestinian Arab students in Israeli academia. Describing my instinctive negative reactions (frustration, helplessness, anger) towards... more
This paper addresses my political and pedagogical resistance to the institutional discrimination of Palestinian Arab students in Israeli academia. Describing my instinctive negative reactions (frustration, helplessness, anger) towards what seems at first sight as their reluctance to study, I go on to criticize my own and other lecturers' tendency to blame the victim by analyzing the structural, cultural, political and social obstacles encountered by Arab students in Israeli institutions of higher education. The paper mainly focuses on the story of my resistance to this prevailing social and political structure. Adopting feminist critical pedagogy in my course "Representing Disability in Literature and the Cinema", I have created a space for my Arab students to overcome at least temporarily their repression by the Israeli academic system. The process of empowerment and the subsequent educational transformative and liberating exchange has enabled all participants to gra...
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Ample literature exists on the impact of prevention programmes on their target audience, while much less is known about how delivering such programmes influences their facilitators. Even less literature exists on the emotional and social... more
Ample literature exists on the impact of prevention programmes on their target audience, while much less is known about how delivering such programmes influences their facilitators. Even less literature exists on the emotional and social processes that form this potential impact on facilitators. The current study analysed qualitative in-depth, non-structured interviews, as well as written essays provided by 33 student-facilitators who delivered the “Favoring Myself” programme in Israel during 2019–2021. This school-based wellness programme comprised 10 weekly, 90 min sessions on self-care behaviours, media literacy, self-esteem, and positive body image, which are well-known protective factors against risky behaviours. A thematic analysis was applied to explore the main themes in the collected data. An interesting affective transformation from self-doubt to pride in themselves emerged as a shared experience of these young facilitators. Facilitators related their ability to facilitate...
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This paper presents a qualitative analysis of COVID-19′s impact on the development, delivery, and uptake of “Favoring Myself”, a school-based interactive wellness program conducted via Zoom during 2020–2021. “Favoring Myself” targets... more
This paper presents a qualitative analysis of COVID-19′s impact on the development, delivery, and uptake of “Favoring Myself”, a school-based interactive wellness program conducted via Zoom during 2020–2021. “Favoring Myself” targets resilience, self-esteem, body-esteem, self-care behaviors, and media literacy among 5th-grade preadolescents. Data were obtained from meetings, 23 semi-structured interviews with parents, teachers, and principals, and other modes of correspondence. All data were transcribed and thematically analyzed. The analysis highlighted the barriers faced when delivering external programs during COVID-19. Parents’ difficulties in cooperating with the program, distrustful relationships between parents and the education system, as well as teachers’ overload and stress, were identified as barriers to the external program’s sustainability. These challenges are discussed in light of previous studies of school-based programs, the psychological and social contexts of an o...
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This chapter outlines our collaborative research and writing project which recounts personal stories regarding everyday survival in the neoliberal academia. It begins by depicting the characteristics of academic neoliberal regime, such as... more
This chapter outlines our collaborative research and writing project which recounts personal stories regarding everyday survival in the neoliberal academia. It begins by depicting the characteristics of academic neoliberal regime, such as authoritarian managerialism, accountability processes, standardization measures, performance indicators and benchmarking achievement audits. As previous research shows, neoliberalism impacts the everyday lives and wellbeing of academics, prompting us to take a deeper exploration of academic selves. The chapter then goes on to describe our methodology, collaborative autoethnography, introducing the advantages and disadvantages of personal stories as a research method. It ends by outlining our working method, exploring how we collectively wrote, shared, discussed and reflected on our texts.
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In this chapter the authors reveal the complex landscape of access to knowledge within the context of the neoliberal demand for productivity. In the first story, Susan reveals her personal epiphany about the restrictions on access to... more
In this chapter the authors reveal the complex landscape of access to knowledge within the context of the neoliberal demand for productivity. In the first story, Susan reveals her personal epiphany about the restrictions on access to research knowledge due to publishing paywalls. Next, Omri tells about the devaluation of local knowledge that must be published in English as the language of academic globalization. In the final story, Tamar discusses the dilemmas faced in publishing her own book, exposing two aspects of knowledge inaccessibility: the expensive prices of books published by prestigious academic publishers and the devaluation of academic work when choosing more accessible popular or internet venues. She concludes by highlighting the perpetuation across time of various barriers to knowledge in academic settings.
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In neoliberal academia, where students are clients and teachers are service providers, tackling diversity and social controversies becomes a risk. In the first scene Susan recounts her concerns and frustrations when obtaining low scores... more
In neoliberal academia, where students are clients and teachers are service providers, tackling diversity and social controversies becomes a risk. In the first scene Susan recounts her concerns and frustrations when obtaining low scores in teaching assessment after conducting a course addressing the atrocities committed against Aboriginal Australians. Omri’s episode demonstrates how consumerism and victimhood culture threaten academic freedom when addressing sensitive topics in the classroom. The chapter ends with Tamar’s story of her encounter with a working-class student who defied any attempt to transform his emotional way of speaking with proper academic conduct. Reflecting on her attempt to silence him due to neoliberal demand for industrial tranquillity, she realizes that her compliance threatens to turn her into an enlightened oppressor.
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The modern horror film genre has incessantly dealt with questions of parenthood, pregnancy and the status of mothers, particularly with “bad mothers.”From the heart of popular culture, horror films engage in these issues unexpectedly, and... more
The modern horror film genre has incessantly dealt with questions of parenthood, pregnancy and the status of mothers, particularly with “bad mothers.”From the heart of popular culture, horror films engage in these issues unexpectedly, and sometimes even radically. These films enable us to recognize cultural taboos and to expose secrets that are not expressed in other genres. In this article, we examine the successful horror film, Mama (2013) that centres on two “bad mothers” involved in a fatal conflict over two girls. Through a comparison between Mama and the biblical myth of the judgment of Solomon, with which it dialogues and comments upon, we investigate the cultural hierarchy existing between two types of bad mothers, whom we term the “overfeeding mother” and the “starving mother.” The film disassembles and deconstructs this cultural hierarchy, while clarifying its social motivations. Proposing a radical alternative to Solomon’s judgment, the movie challenges the prevalent conc...
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Our personal stories demonstrate the hazards of neoliberal governmentality. Substituting the essence of academic activity—teaching and knowledge production—with bureaucratic measurements, apparently for the sake of productivity and... more
Our personal stories demonstrate the hazards of neoliberal governmentality. Substituting the essence of academic activity—teaching and knowledge production—with bureaucratic measurements, apparently for the sake of productivity and objectivity, diminishes the value of academic work. As the chapter shows, the oppressive regime of the audit culture, which enforces academics to perform as accountable and capable while silencing feelings of incompetence and stress, requires investing intensified amounts of emotional labour, thus increasing tension and ineptitude. Exploring the reasons for academics’ compliance with such a distressing system, we warn that these institutional processes might annul campus life, the core of academic training and activity. The chapter concludes by suggesting ways to resist these destructive processes, introducing an academy-ruled students and teachers, as an alternative.
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This chapter addresses the construction and management of an appropriate academic CV. Tamar begins by describing the barriers, hurdles, timelines, narrow calculations and self-constructions needed in negotiating the university promotions... more
This chapter addresses the construction and management of an appropriate academic CV. Tamar begins by describing the barriers, hurdles, timelines, narrow calculations and self-constructions needed in negotiating the university promotions process. Next, Omri describes his somewhat unsuccessful efforts to expand graduate students’ understandings of how an acceptable CV might be re-imagined. Susan picks up this thread of valuing professional practice, but concludes that theoretical and research knowledge may not be as valued as it could be in social work practice, while management support for field placements is less valued on the academic list of achievements, thereby contributing to a fraught juggle of priorities in the neoliberal academy.
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This article introduces a pedagogical tool for raising critical consciousness and nurturing resistance to discrimination. ‘Autoethnographic mapping,’ integrating guided cognitive mapping and autoethnographies, has been implemented for a... more
This article introduces a pedagogical tool for raising critical consciousness and nurturing resistance to discrimination. ‘Autoethnographic mapping,’ integrating guided cognitive mapping and autoethnographies, has been implemented for a decade now within the framework of a college course occasioning dialogue between Palestinian Arab and Jewish students in Israel. Participants using the tool in an extended encounter between students from groups embroiled in political conflict have begun to theorize the microgeogrpahies and stories of their everyday existence, gaining nuanced, non-standard insights into how conflict informs lives and selves. Employing the technique in the contact zone of guided encounters, students tend to re-inscribe identities upon a socio-political context, discovering the fluidity of belonging and destabilizing discursive structures. The paper outlines the course, sketches the tool and its theoretical underpinnings and describes some of the results it’s achieved through a spectrum of illustrative instances.
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Research Interests: Cultural Studies and Law
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This article recounts an attempt by administration and faculty to create a multinational and multicultural vision for Tel Hai Academic College in the Galilee in Israel. This uncommon initiative in the Israeli academia intends to transform... more
This article recounts an attempt by administration and faculty to create a multinational and multicultural vision for Tel Hai Academic College in the Galilee in Israel. This uncommon initiative in the Israeli academia intends to transform the campus into a unique academic institution allowing equality and visibility for all cultural and national minorities and, above all, for the Arab minority.
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Research Interests: Cultural Studies and Law
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This article focuses on Aliza Levenberg, an educator who taught at a Kiryat Shmona high school at the beginning of the 1960s. For three years Levenberg, a middle class Western European, travelled every week from her home in Tel Aviv to... more
This article focuses on Aliza Levenberg, an educator who taught at a Kiryat Shmona high school at the beginning of the 1960s. For three years Levenberg, a middle class Western European, travelled every week from her home in Tel Aviv to the poor town in the northern periphery of Israel, the inhabitants of which were mainly immigrants from Islamic countries. Levenberg was a productive writer. Her most famous book, Kiryat Shmona Chapters, tells of her complex encounter with a culture and way of life so different from her own. Analysing this text, our article addresses the cultural clash she experienced, illuminating its impact on her educational, social, and political perspectives. As we show, Levenberg, who at first was a “dedicated soldier” of the melting pot vision, aiming to bring enlightenment to the poor, eventually refused to take part in this forced conversion. She focused instead on listening to her students, and creating a space that would enable them to form their opinions, and express their fears and hopes. As a result, she developed a more flexible and sensitive educational vision. Reading her book as literary autoethnography enable us to expose the hidden layers of the emotional, social, and political process she underwent during this period. We argue that this process exposes the dualistic attitudes of educators who have worked on the deprived social margins. On the one hand, feelings of compassion and empathy impelled many of them to activism, yet on the other, cultural and social differences often elicited paternalistic and orientalist sentiments, which obstructed their educational efforts.
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Worlds Apart: Narratology of Science Fic- tion provides a comprehensive theoretical model for science fiction by examining the worlds of science fiction and the dis- course which inscribes them. Science fic- tion worlds contain at least... more
Worlds Apart: Narratology of Science Fic- tion provides a comprehensive theoretical model for science fiction by examining the worlds of science fiction and the dis- course which inscribes them. Science fic- tion worlds contain at least one factor of estrangement from the" real" ...
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Page 1. I FUNDAMENTALS O MID-TERTIARY STRATIGR CORRELATION BRIDGE Page 2. FUNDAMENTALS OF MID-TERTIARY STRATIGRAPHICAL CORRELATION By FE EAMES, FT BANNER, WH BLOW and WJ CLARKE ...
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... shall not be copied, reproduced, or coded for reproduction by any electrical, mechanical, or chemical ... a dark time: the apocalyptic temper in the American novel of the nuclear age/Joseph Dewey ... Sunlight in Their Eyes Sinners and... more
... shall not be copied, reproduced, or coded for reproduction by any electrical, mechanical, or chemical ... a dark time: the apocalyptic temper in the American novel of the nuclear age/Joseph Dewey ... Sunlight in Their Eyes Sinners and Saints, Apocalyptics and Prophets in Love in the ...
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... Claude Simon, History, and Tinnommable (Pierre Daprini) 167 13. ... Page 26. IB Literature and War will be just as disturbingly undifferentiated, a silent peace to follow a silent war: - Vous savez, dit-il, je crois qu'il faut... more
... Claude Simon, History, and Tinnommable (Pierre Daprini) 167 13. ... Page 26. IB Literature and War will be just as disturbingly undifferentiated, a silent peace to follow a silent war: - Vous savez, dit-il, je crois qu'il faut d'abord une sonnerie de dairon. - Je ten fous! ...
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Table of Contents for Bad Mothers: Regulations, Representations, and Resistance (Demeter Press, 2017)