Within the national confines: Israeli history education and the multicultural challenge

Weintraub, Roy; Tal, Nimrod

doi:10.1080/14681366.2021.1934892

Cited by 3 publications

(2 citation statements)

References 53 publications

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“…However, while the Ethiopian immigration introduced new narratives into the local discourse about the past, studies on the evolvement of the Israeli historical canon largely ignore these narratives and their interaction with the prevalent historical consciousness. Instead, the vast literature dealing with the continuously shifting views on Israel's past has focused predominantly on the interactions between the Zionist canon, Palestinian narratives, and narratives of Jews originating from Middle Eastern and North African countries who immigrated to Israel in the 1950s (Goldberg, 2013; Naveh, 2017; Naveh & Yogev, 2002; Sheps, 2019; Teff‐Seker, 2020; Weintraub & Tal, 2021). At the same time, works on the Ethiopian immigrants' use of historical narratives have downplayed how these narratives evolved and, even more so, how they were debated, contested, and utilised in political contexts, specifically during a period of tectonic changes to the Israeli historical canon (Naveh, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…While discussing Palestinian narratives in depth is beyond the scope of this article, they are crucial because they exemplified efforts to challenge the Eurocentric Zionist boundaries that have been marginalising other populations in Israeli society, primarily amongst them – the Palestinians, but also Jewish communities such as those from the Middle East and North Africa (MENA). Ethiopian narratives, which were shaped in a context very different from the one that of the Zionist canon, could have contributed to opening the Zionist canon so as to better reflect the multicultural, multi‐national, and dynamic Israeli society (Weintraub & Tal, 2021). However, Ethiopian Jews, in their pursuit of integration within the Jewish Zionist hegemony, inadvertently hindered the development of a more critical, diverse, and multicultural Israeli narrative just when such a revision became possible.…”

Section: Introductionmentioning

confidence: 99%

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Let My People In: Jewish Ethiopian Histories and the Israeli Zionist Canon, 1984–2004

Tal

2023

Sociology Lens

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This article explores the significance of Jewish‐Ethiopian historical narratives for the understanding of Ethiopian Jews' social reality in Israel. It emphasizes how these narratives have been crucial for the ongoing integration efforts of the Jewish Ethiopian community, especially during a period of significant challenges to the established Zionist historical canon. By analysing extensive archival sources, the study uncovers the grassroots emergence of these narratives, shaped by debates surrounding the position of Ethiopian immigrants in Israeli society. It demonstrates that the inclusion of historical perspectives not only strengthened the canonical Zionist historical narrative but also enabled it to withstand unprecedented challenges. This challenges the notion that immigration and social diversification undermine dominant historical canons and national identities. The research underscores the relevance of these historical narratives in revealing the experiences and struggles of Ethiopian Jews and their unique place within Israel's social fabric.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Let My People In: Jewish Ethiopian Histories and the Israeli Zionist Canon, 1984–2004

Tal

2023

Sociology Lens

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Multicultural education of the younger generation: Assessing the moral and volitional qualities formation (case study of the Tuva Republic)

et al. 2022

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The teaching of traumatic narratives: out-of-the-classroom engagement with non-canonical ‘chosen traumas’

Tal

2024

History Education Research Journal

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This article explores the intersection of history education and traumatic narratives, focusing on the impact of out-of-the-classroom learning experiences on the teaching of history during turbulent periods. Through a case study of history teacher training in contemporary Israel, it investigates how exposure to others’ troubled histories and past traumas outside the traditional classroom setting influences the personal, disciplinary, pedagogical and professional-educational development of prospective history educators. Drawing on qualitative analysis of reflection sheets and teaching materials generated by students during a course conducted in February 2024, the research focuses on field trips to two non-canonical sites of historical trauma in Israel: the Museum of the Kfar Qassim Massacre and the Gush Katif Museum. In both these locations participants encountered others’ narratives of collective suffering, loss and conflict. By examining the material produced amid the students’ own recent traumas, the article illuminates the complex interplay between historical consciousness, pedagogical practice and societal upheaval in the training of history teachers.

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Within the national confines: Israeli history education and the multicultural challenge

Cited by 3 publications

References 53 publications

Let My People In: Jewish Ethiopian Histories and the Israeli Zionist Canon, 1984–2004

Let My People In: Jewish Ethiopian Histories and the Israeli Zionist Canon, 1984–2004

Multicultural education of the younger generation: Assessing the moral and volitional qualities formation (case study of the Tuva Republic)

The teaching of traumatic narratives: out-of-the-classroom engagement with non-canonical ‘chosen traumas’

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