The unbearable lightness of being implicated in conflict-affected societies: can teachers do anything about it?

IF 1.6 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Michalinos Zembylas, Zvi Bekerman
{"title":"The unbearable lightness of being implicated in conflict-affected societies: can teachers do anything about it?","authors":"Michalinos Zembylas, Zvi Bekerman","doi":"10.1108/jpcc-05-2024-0082","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>In this reflective essay, the authors explore how thinking with the notions of implication and complicity may encourage or hinder efforts to engage teachers in problematizing victim-perpetrator binaries in conflict-affected societies.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>This reflective essay draws on lessons learned from the authors’ long-time work with teachers in Cyprus and Israel. The authors suggest that the concept of implication provides a productive framework for thinking about teachers’ professional responsibilities in more complex and nuanced ways.</p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>The reflections of the two authors highlight the challenges and possibilities of overcoming essentialist categories of “victims” and “perpetrators” in conflict-affected societies.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>This essay shows the (im)possibilities of transforming the prevailing binaries in communities experiencing political conflict.</p><!--/ Abstract__block -->","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Professional Capital and Community","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1108/jpcc-05-2024-0082","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Purpose

In this reflective essay, the authors explore how thinking with the notions of implication and complicity may encourage or hinder efforts to engage teachers in problematizing victim-perpetrator binaries in conflict-affected societies.

Design/methodology/approach

This reflective essay draws on lessons learned from the authors’ long-time work with teachers in Cyprus and Israel. The authors suggest that the concept of implication provides a productive framework for thinking about teachers’ professional responsibilities in more complex and nuanced ways.

Findings

The reflections of the two authors highlight the challenges and possibilities of overcoming essentialist categories of “victims” and “perpetrators” in conflict-affected societies.

Originality/value

This essay shows the (im)possibilities of transforming the prevailing binaries in communities experiencing political conflict.

卷入冲突社会的难以承受之轻:教师能做些什么吗?
目的 在这篇反思性文章中,作者探讨了在受冲突影响的社会中,用 "牵连 "和 "共谋" 的概念来思考如何鼓励或阻碍教师参与解决 "受害者--犯罪者 "二元对立的问题。作者认为,"影响 "的概念为以更复杂、更细致的方式思考教师的职业责任提供了一个富有成效的框架。研究结果两位作者的反思凸显了在受冲突影响的社会中克服 "受害者 "和 "犯罪者 "的本质主义类别所面临的挑战和可能性。原创性/价值这篇文章展示了在经历政治冲突的社区中转变普遍存在的二元论的(不)可能性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Journal of Professional Capital and Community
Journal of Professional Capital and Community EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.90
自引率
10.50%
发文量
14
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信