严重分裂的以色列社会寻求以社会为导向的教育

IF 0.5 4区社会学 Q3 AREA STUDIES

Israel Affairs Pub Date : 2023-05-01 DOI:10.1080/13537121.2023.2206251

Tali Hayosh, Ilana Paul-Binyamin

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引用次数: 0

摘要

摘要教师避免因缺乏知识和害怕被制裁而引发争议。本文提出了一个新的理论视角，将这一现象视为新自由主义话语的一部分。对70名教师的采访表明，每当他们被要求讨论一个有争议的问题时，他们大多会将其个人化，而忽视其社会政治公民背景。这些做法可能表明，以色列的教育系统没有履行其教育义务，尤其是在许多民主国家受到威胁的时代。我们建议将面向社会的社会学重新纳入教育领域。

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The severely divided Israeli society in quest of a socially-oriented pedagogy

ABSTRACT Teachers avoid controversial issues due to lack of knowledge and fear of being sanctioned. This article proposes a new theoretical perspective that views this phenomenon as a part of the neoliberal discourse. Interviewing 70 teachers suggests that whenever they were requested to discuss a controversial issue, they mostly individualised it while ignoring its social-political-civic contexts. These practices might indicate that the education system in Israel does not fulfill its educational duty, particularly in an age where many democracies are under threat. We recommend to re-include socially-oriented sociology in the field of education.

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来源期刊

Israel Affairs AREA STUDIES-

CiteScore

0.70

自引率

25.00%

发文量

期刊介绍： Whether your major interest is Israeli history or politics, literature or art, strategic affairs or economics, the Arab-Israeli conflict or Israel-diaspora relations, you will find articles and reviews that are incisive and contain even-handed analysis of the country and its problems in every issue of Israel Affairs, an international multidisciplinary journal. Scholarly and authoritative, yet straightforward and accessible, Israel Affairs aims to serve as a means of communication between the various communities interested in Israel: academics, policy-makers, practitioners, journalists and the informed public.