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|Title:||Teaching the Arab-Israeli conflict in Israeli high schools|
|Presented at:||University of Leicester|
|Abstract:||The introduction addresses issues of culture and curriculum, and how they change our times. With the help of international examples drawn from the U.S.A. and the U.K., the central part of the thesis examines how conflict situations have been addressed in varying countries. In particular the ideas of multiculturalism and citizenship are analysed in relation to attempts by governments to ask schools and the education systems to diffuse conflict and ethnic tensions.;A case is made that recent high levels of migration into the state of Israel have caused social unease and tension. While a degree of action has been instigated, the case is made that too little, too late is causing the Arab-Israeli conflict to intensify. In particular the revision and teaching of the secondary phase curriculum in Israel is examined.;The thesis concludes by arguing that only more radical and more sufficient curriculum planning, teacher training and change in the educational system's approach can have an impact on a deteriorating situation.|
|Rights:||Copyright © the author. All rights reserved.|
|Appears in Collections:||Theses, School of Education|
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