‘Invest in your children's education the way you invest in your goats’: systemic educational intervention in a traditional bedouin community – from theory into practice

Karnieli, Mira

doi:10.1080/09650790000200106

Cited by 3 publications

(2 citation statements)

References 12 publications

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“…Though according to Karnieli the autoethnographic research process is based on a faithful description of reality, the naturalistic approach (Karnieli, 2000), during which we must examine the events not from "the teacher" point of view who is often personally and emotionally involved in the events and knows them well, rather from "the researcher" point of view (Karnieli, 2006). In order to accurately reflect the Interaction between learners and learner-teacher/facilitator, I had to also look through the lens of "the student", and not just the researcher.…”

Section: Discussionmentioning

confidence: 99%

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The Interaction between Learners and Learner-Facilitator in an Online Learning Environment

Hesrcu-Kluska¹

2019

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We live in an online computerized world; the online environment reaches every part of the modern life and therefore studying and learning as well. As the concept of learning in an online environment increasing, some questions are raising: Does online learning change the learner's interaction? Does online learning change the learner-facilitator interaction? This Autoethnography study is trying to shed some light on these two types of relations, from an individual learner point of view. The study raises the need to pay attention to the interactions between learners and the learners-teacher/facilitator as an online course being planned and pay attention to these interactions as the online course develops, especially at learning in a collaborative learning group. That type of learning requires an interaction between the students, though online learning seems to ignore the need for learners' collaboration. Moreover, the interaction between learners and the facilitator in an online course often attend to a more technical point of view. This Autoethnography study shows that although we live in a computerized world, learning in an online environment is not self-evident, and we need to thoroughly consider how online courses should be built and whether they can fully replace traditional courses. In addition, an indirect finding emerged in this study, which is the complexity of the online student-facilitator interaction from the educational-pedagogical point of view. Since this study is autoethnographic it reflects an individual learner's perspective, allowing to examine these interactions through particular lens. Therefore, each participator may reach different findings regarding his or her personal experience as a learner in an online learning environment.

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Section: Discussionmentioning

confidence: 99%

“…The autoethnographic research process is based on a faithful description of reality, the naturalistic approach (Karnieli, 2000;Gibbs, 2018;Chang et al, 2016).…”

Section: The Research Processmentioning

confidence: 99%

The Interaction between Learners and Learner-Facilitator in an Online Learning Environment

Hesrcu-Kluska¹

2019

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Action research for educational reform: remodelling action research theories and practices in local contexts

Somekh

Zeichner

2009

Educational Action Research

283

150

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Bedouin Rights, Bedouin Representations: Dynamics of Representation in the Naqab Bedouin Advocacy Industry

Ratcliffe

2016

Journal of Holy Land and Palestine Studies

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This article looks at the representations of Naqab Bedouin in Bedouin advocacy NGOs, and their relationship to changing dynamics of Palestinian and Israeli nationalism, and to wider dynamics of control and risk management. Much has been written on the folklorisation of Bedouin culture, and on representations of the Bedouin in development. The Bedouin have been important as a traditional Other for a modern Israel, and as the ‘Negev Bedouin’ a transitional society and object of development. These ideas have been refashioned by a new body of knowledge on the Naqab Bedouin created by NGO advocacy, highlighting different aspects of Bedouin marginalisation, placing them within different rights frameworks of variously framed ‘Palestinian’, ‘indigenous’, ‘minority’ or ‘civil’ rights. This article looks at the construction of the Bedouin as an object for advocacy by Bedouin NGOs for a wider audience, and particularly how these representations have presented challenges to the control regime around the Naqab Bedouin. The post-OIslo transformation has been resonant with evolving new forms of control and exploitation in contemporary capitalism that channel Bedouin claims within national and international norms and frameworks, and are guided by the modalities of risk management and considering the Bedouin as a risk. I argue that this evolving structure of risk-based governance is reformulating Israel/Palestine, and this is where the Naqab has relevance for the dynamics of the wider Middle East.

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‘Invest in your children's education the way you invest in your goats’: systemic educational intervention in a traditional bedouin community – from theory into practice

Cited by 3 publications

References 12 publications

The Interaction between Learners and Learner-Facilitator in an Online Learning Environment

The Interaction between Learners and Learner-Facilitator in an Online Learning Environment

Action research for educational reform: remodelling action research theories and practices in local contexts

Bedouin Rights, Bedouin Representations: Dynamics of Representation in the Naqab Bedouin Advocacy Industry

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