Attributions and Responses to the Arab-Israeli Conflict: A Developmental Analysis

Hoffman, Michael A.; Bizman, Aharon

doi:10.2307/1131690

Cited by 31 publications

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“…On the other hand, older students (age 12-14) in 6 th , 7 th and 8 th Grades are able to take a little more critical stance towards the information they gain from their environment and they are not influenced by this information as much as younger students. Evidence suggests that logical reasoning develops with age (Haavelsrud, 1970) and feelings of young children can be volatile and variable but adolescent children can have sound ideas (Hoffman & Bizman, 1996). As shown by the results of this study, students' logical reasoning skills need to be improved at a young age so that they won't develop an anxious and desperate attitude towards these issues.…”

Section: Journal Of Qualitative Research In Education -Joqrementioning

confidence: 75%

Global Citizenship Education in Social Studies: Experiences of Turkish Teachers and Students in International Conflict and War

Ersoy¹

2013

JOQRE

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Abstract. With the impact of the media, international conflicts are increasingly becoming a part of both everyday life and global citizenship education. The purpose of this research was to understand the perceptions of students and teachers about the incidents of international conflict and war, how teachers present these issues in social studies course, and the problems teachers encounter in this process. This study was carried out as a qualitative case study research. The data were collected by participant observations carried out in Social Studies lessons and by semi-structured interviews with the participating teachers and students. The data were analyzed using interpretive thematic analysis. The findings from this study revealed that the teachers in this study acted in protective, emotional, rational and tentative modes while teaching the issues of international conflict and war. The study also found that the teachers' behaviors while teaching controversial issues had an influence on the students' knowledge, skills and attitudes on the subject. In addition, the students' age and maturity level, gender, socio-economic and cultural level had an influence on learning about these issues. Finally, the findings indicated that the teachers who participated in this study did not have sufficient knowledge and experience in teaching controversial issues and international conflict and war.Keywords: Social studies, citizenship education, global citizenship, controversial issues, conflict and war, peace education Özet. Uluslararası çatışmalar medyanın etkisiyle gerek günlük yaşamın gerekse de küresel vatandaşlık eğitiminin bir parçası haline gelmeye başlamıştır. Bu araştırmanın amacı, uluslararası çatışma ve savaş olaylarını Türk öğretmen ve öğrencilerin *This paper was presented at

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Section: Journal Of Qualitative Research In Education -Joqrementioning

confidence: 75%

Global Citizenship Education in Social Studies: Experiences of Turkish Teachers and Students in International Conflict and War

Ersoy¹

2013

JOQRE

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Psychological impact of disasters on children: review of assessment and interventions

2009

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Stereotypes and Prejudice in Conflict

Bar‐Tal

Teichman

2005

370

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In the last two decades, the study of social stereotypes and prejudice has become one of the central interests in social psychology in particular. One reflection of this growing interest is the focus on shared stereotypes and prejudices. The primary reason for this development is the recognition that stereotypes and prejudice play a determinative role in shaping intergroup relations. In situations of conflict, they are simultaneously outcomes of the accumulated animosity between the involved groups and also feed on the continuation of the conflict by furnishing the cognitive-affective basis for the experienced mistrust by the parties. In spite of this recognition, no systematic analysis of the stereotypes and prejudice was carried out in real situations. This book tries to rectify this by applying a general and universal conceptual framework to the study of the acquisition and development of stereotypes and prejudice in a society involved in an intractable conflict.

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Attributions and Responses to the Arab-Israeli Conflict: A Developmental Analysis

Cited by 31 publications

References 0 publications

Global Citizenship Education in Social Studies: Experiences of Turkish Teachers and Students in International Conflict and War

Global Citizenship Education in Social Studies: Experiences of Turkish Teachers and Students in International Conflict and War

Psychological impact of disasters on children: review of assessment and interventions

Stereotypes and Prejudice in Conflict

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