Using the Israeli case, our study delves into teachers’ and students’ notions of social justice, exploring how they are shaped by both world culture trends and local conditions. We first identify social justice notions in the world culture perspective and Israeli society. Then, we empirically examine how these notions are understood by educational agents–teachers and students–across sectors that mirror Israeli society’s major divide: Jewish and Arab-Palestinian. Findings suggest that educational agents and ethnonational affiliation play a major role in recreating national heritages and the different ways in which they understand social justice their lives.
|Number of pages||21|
|Journal||Globalisation, Societies and Education|
|State||Published - 8 Aug 2018|
Bibliographical noteFunding Information:
This study was supported by the Israel Science Foundation [grant number 568/09]. Moreover, it was conducted in the framework of a comprehensive project on teachers’ conceptions of citizenship education in Israeli public schools. The project, funded by the Van Leer Jerusalem Institute, was led by Hanan Alexander and Halelli Pinson.
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
- World culture
- educational globalisation
- social justice
ASJC Scopus subject areas