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Search results for: Markovich Dalya Yafa
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Critical pedagogy is conceived in the contemporary educational era as a means to help improve learning skills and abilities and thus, the scholastic achievements of students from disadvantaged groups. Yet, we know very little about the ways in which critical pedagogy is interpreted and understood in disadvantaged schools. This study seeks to examine the implementation of critical pedagogy in a secular Jewish high school in an impoverished neighborhood in Israel. The high school strives to attain scholastic achievement by instilling critical consciousness.
Published: 2013
Updated: Dec. 09, 2015
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This study examines the interface between ethnicity and nationality in a nationalized educational site – the annual school trip – that took place in a Jewish high school in Israel that serves underprivileged ethnic groups. Based on ethnographic field work, I analyze how the Ashkenazi (central-eastern European origin) hegemonic national culture that is embedded in the field trip is worked out by the Mizrahi (Asian and north African origin) students, in light of their ethnic background and the ethnic Ashkenazi/Mizrahi division that characterizes the Israeli society.
Published: 2015
Updated: Mar. 04, 2015