Search results for: Novis-Deutsch Nurit
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Six Teaching Orientations of Holocaust Educators as Reflections of Teaching Perspectives and Meaning Making Processes
This study explored processes of curricular reinterpretation made by teachers who teach about the Holocaust. We conducted holistic narrative analyses of in-depth interviews with 31 American Holocaust educators. Six teaching orientations were identified: passionate historical, mythologizing-transforming, social-contemporizing, empathic-personalizing, riveting-shocking, and pragmatic-socializing.
Updated: Mar. 13, 2018
When Bible and Science Interact: Teachers’ Pedagogic and Value Challenges in Teaching Religious Minority Students in Higher Education Settings
The integration of highly religious minority students into institutions of higher education poses significant pedagogical and value challenges for students and teachers alike. We offer a framework for analyzing such challenges, distinguishing between practical concerns, identity issues and value conflicts. By contrasting a deficit perspective to ‘Diversity as resource’, we argue that the latter enables teachers to utilize a collaborative knowledge model in class, surmounting some of the value challenges involved. We present the case of ultra-orthodox students (UO) in Israel who have recently entered the gates of higher education for the first time in this society's history.
Updated: Jun. 01, 2016
This paper addresses the relation between various elements of Jewish religious identity, in the sense of the narratives Jews create about their religiosity, and stances they hold towards those whom they consider “others”. These stances range from prejudice, via tolerance, to pluralism. The first part of the paper lays the theoretical foundations for the claim that multiple identities might foster open-mindedness among religious individuals. This is done first by describing the empirical link between prejudice and religious identity and reflecting on some of its causes; then by questioning the ubiquity of that link by demonstrating the connection between openness to others and religiosity in other studies, and offering some explanations for the contextual differences between the two sets of findings.
Updated: Mar. 19, 2014