Perceptions of the narrative of the ‘other’ among Arab and Jewish adolescents in Israel: between peace talks and violent events

Sagy, Shifra; Ayalon, Ariel; Diab, Khansaa

doi:10.1080/14675986.2011.567077

Cited by 22 publications

(24 citation statements)

References 10 publications

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“…Both Muslim and Christian participants endorsed integration strategy, this can be easily explained as a ''survivable need'' to define one's group and to be defined by the out-groups as a strong and united ''we-group'' in facing the Israeli-Jewish majority (Sagy, Ayalon, & Diab, 2011;Shdema, 2012). This Israel, the inner conflict between the groups is clearly revealed.…”

Section: Discussionmentioning

confidence: 99%

“…On a related context, previous research (Sagy, Ayalon, & Diab, 2011), examined the experience of meeting "the other" among Jews and Arab Palestinians. This research dealt with the perception of the "other" in the context of the Israeli-Palestinian conflict, through looking at both collective narratives.…”

Section: Mean Differences Indicated That Muslims Tended More To Adoptmentioning

confidence: 99%

“…From the Arab perspective, their presence in Israel has brought the two religious groups closer, in their opposition to government policy which tends to perceive of all Israeli-Arabs, Christians and Muslims, as Palestinians and as security threats (Sagy, Ayalon, & Diab, 2011;Shdema, 2012 state. However, Christians are in a more complicated position and they may be worried about losing control over social and political resources, because of the increasing Muslim dominance over such resources.…”

Section: Mean Differences Indicated That Muslims Tended More To Adoptmentioning

confidence: 99%

See 2 more Smart Citations

Socioeconomic Status, Intergroup Daily Contact and Identity Strategies: The Case of Palestinian Muslim and Christians Citizens of Israel

Mjally-Knani¹,

Sagy²,

Mana³

et al. 2017

WJSSR

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Section: Discussionmentioning

confidence: 99%

Section: Mean Differences Indicated That Muslims Tended More To Adoptmentioning

confidence: 99%

Section: Mean Differences Indicated That Muslims Tended More To Adoptmentioning

confidence: 99%

See 1 more Smart Citation

Socioeconomic Status, Intergroup Daily Contact and Identity Strategies: The Case of Palestinian Muslim and Christians Citizens of Israel

Mjally-Knani¹,

Sagy²,

Mana³

et al. 2017

WJSSR

Self Cite

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show abstract

“…Penuel and Wertsch (1998) found minority members adopted features of the 'official' historical narrative that reflected the dominant group's perspective (sometimes to the effect of losing their in-group's agency and authorship), but no opposite phenomena occurred. In the Israeli case, it has been claimed that the Arab-Israeli minority is more open than the Jewish majority to out-group perspectives by virtue of their inherent involvement in both majority and minority cultures (Al-Haj 2002;Sagy, Ayalon, and Diab 2011;Smooha 2011).…”

Section: Historical Perspectives and Intergroup Conflictmentioning

confidence: 98%

“…Growing attention has been paid in the last decade to the impact and the (de)legitimization of collective narratives in education in conflicted societies (Sagy, Ayalon, and Diab 2011). Claims have been made that conventional history education leads to intergroup antagonism (Korostelina 2008;Peled-Elhanan 2012), as historical narratives reproduce and justify intergroup conflicts (Bar-Tal and Salomon 2006;Hilton and Liu 2008).…”

Section: Historical Perspectives and Intergroup Conflictmentioning

confidence: 98%

Looking at their side of the conflict? Effects of single versus multiple perspective history teaching on Jewish and Arab adolescents’ attitude to out-group narratives and in-group responsibility

Goldberg

2014

Intercultural Education

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In the last decade, the issue of teaching the Palestinian perspective on the Jewish-Arab conflict in Israeli schools gave rise to considerable debate and competing curricula. A quasi-experimental study compared the effects of these competing approaches on learners' attitudes to out-group narratives and perceived in-group responsibility (IR). A total of 176 Israeli Jewish and Arab participants were randomly allocated into teaching approaches differing in method of engagement with historical narratives (single authoritative narrative, empathetic dual narrative, and critical analysis of conflicting sources). Results revealed effects for teaching approach and majority-minority status. Engagement with a single authoritative narrative decreased interest in out-group perspectives while empathetic engagement with out-group and in-group perspectives increased it, though the effect was more pronounced for members of the Arab minority than for those of the Jewish majority. Among Jewish participants, an empathetic teaching approach led to a decrease in perceived IR while the critical approach led to the opposite outcome. The trends were inverted for Arab participants. Engagement with historical perspectives also moderated the impact of interest in out-group perspectives on acceptance of IR. Educational implications point to the harmful effects of enforcing a single narrative in conflicted societies and to the beneficial outcomes of multiple perspective teaching.

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Positive weighing of the other's collective narrative among Jewish and Bedouin‐Palestinian teachers in Israel and its correlates

2015

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Teachers play a pivotal role in the educational discourse around collective narratives, and especially the other's narrative. The study assumed that members of groups entangled in a conflict approach the different modules of the other's narrative distinctively. Jewish and Palestinian teachers, Israeli citizens, answered questionnaires dealing with the narrative of the other, readiness for interethnic contact, negative between-group emotions and preferences for resolutions of the Israeli-Palestinian (I-P) conflict. Positive weighing of the other's narrative among Jewish teachers correlated with high levels of readiness for interethnic contact and low levels of negative between-group emotions, across the various modules of the Palestinian narrative. Preferences for a peaceful resolution of the I-P conflict and rejection of a violent one were noted in two of the modules. Among Palestinian teachers, positive weighing of the other's collective narrative was exclusively noted for the Israeli narrative of the Holocaust, and this stance negatively related to negative between-group emotions and preference for a violent solution of the I-P conflict, and positively related to readiness for interethnic contact and preference of a peaceful resolution of the conflict. Practical implications of these findings for peace education are discussed.

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Perceptions of the narrative of the ‘other’ among Arab and Jewish adolescents in Israel: between peace talks and violent events

Cited by 22 publications

References 10 publications

Socioeconomic Status, Intergroup Daily Contact and Identity Strategies: The Case of Palestinian Muslim and Christians Citizens of Israel

Socioeconomic Status, Intergroup Daily Contact and Identity Strategies: The Case of Palestinian Muslim and Christians Citizens of Israel

Looking at their side of the conflict? Effects of single versus multiple perspective history teaching on Jewish and Arab adolescents’ attitude to out-group narratives and in-group responsibility

Positive weighing of the other's collective narrative among Jewish and Bedouin‐Palestinian teachers in Israel and its correlates

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