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This article will juxtapose the goals and implications of two pedagogical programmes that promote education for belonging in Israel. Representing the official knowledge of the Ministry of Education, the first is the ‘100 Concepts in Heritage, Zionism and Democracy’ curriculum. The second, which embodies the counter knowledge produced and disseminated by Arab civil society organizations, is entitled ‘Identity and Belonging: The Basic Concepts Project for Arab Pupils’. The article grapples with the attempts of Israel to impose a state‐standardized version of education for belonging, as well as the active resistance to this by Arab civil society in Israel which provides an alternative one. The article argues that the concepts included in the curriculum posed by Arab civil society, albeit controversial and challenging to the very definition of Israel as both a Jewish nation state and a democracy, should be considered an act of citizenship, rather than a sign of radicalization and separatism. Indeed, the alternative curriculum constitutes a political and ethical act of ‘in your face’ democracy, which is deeply confrontational and interruptive. The paper is organized into three sections. The first explicates the politics of recognition as a theoretical framework for this study. The second unit presents both curricula and compares and contrasts the two. The third and final section offers concluding thoughts regarding the interplay of the rival Palestinian and Israeli historiographies in the struggle over canonizing and standardizing a collective narrative through the Israeli education system.

The scholarship nexus between education and globalization provides limited insights into how global education has been framed and rendered. The purpose of this article is twofold. First, it seeks a better understanding of the nature of the mission of preparing citizens for the global age and what it entails in the context of learning and teaching social studies in the United States. Second, it aims at describing and characterizing the discourse community of social studies education as it relates to educating about and for globalization. Specifically, this article asks: What educational proposals are suggested in this discourse to prepare the students to meet the demands of globalization? What perspectives, skills, and values are emphasized? And what we can learn from this discourse's selectivity of content and emphasis? All in all, the article reveals the enclosure of global education within the language and practices of multicultural education.

This study aims to better understand the social ecology of infant care (IC) as experienced and perceived by mothers living in a deprived Arab Bedouin community in Israel, where children's health indicators are poor. We used the integrative model of García Coll et al. (García Coll C, Lamberty G, Jenkins R et al. An integrative model for the study of developmental competencies in minority children. Child Dev 1996; 67: 1891-914) and constructs of the Health Beliefs Model as a study framework for conducting focus groups with 106 mothers in 2007. Results show that mothers believe IC and infant well-being are high priorities. However, distal barriers, including land disputes, a transition from herding to low-paid labor and lifestyle changes have interacted with proximal barriers in Bedouin families, including poor living conditions, poverty and weakened familial relations to inhibit adequate IC practices. Specifically, distal and proximal barriers affect IC directly (e.g. lack of nearby clinics) or indirectly (mothers' self-efficacies) to limit mothers' choices and control over IC, thereby posing threats to infant health. Our findings demonstrate the importance of understanding the complexity of social context in shaping IC among marginalized minority mothers and suggest new ground for addressing proximal and distal barriers through policy interventions. Without contending with both, interventions to strengthen mothers' self-efficacy will have limited success in improving the environment of IC and, consequently, infant health.

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