Suchergebnisse

Organized encounters between Arab and Jewish students as a means of education for coexistence are questioned vis-à-vis the recent politicization of Arabs who are Israeli citizens, and the subsequent shift in their self-identity from "Israeli Arabs" to Palestinians. A survey of 268 seventh grade Arab students in seven segregated and mixed Jewish-Arab communities reveals that their perceptions of Jews and of their own deprivation are determined by their political self-identity rather than by earlier contact with Jews. These perceptions further influence their readiness to associate with Jewish children. Concluding that the contact hypothesis may not enhance interethnic relations in situations of political conflict, we suggest that the school system shift its focus from students' encounters to curricular programs dealing directly with the conflict issues.

Despite international congresses and international journals, anthropologies of education differ significantly around the world. Linguistic barriers constrain the flow of ideas, which results in a vast amount of research on educational anthropology that is not published in English or is difficult for international readers to find. This volume responds to the call to attend to educational research outside the United States and to break out of "metropolitan provincialism." A guide to the anthropologies and ethnographies of learning and schooling published in German, French, Spanish, Portuguese, Italian, Slavic languages, Japanese, and English as a second language, show how scholars in Latin America, Japan, and elsewhere adapt European, American, and other approaches to create new traditions. As the contributors show, educators draw on different foundational research and different theoretical discussions. Thus, this global survey raises new questions and casts a new light on what has become a too-familiar discipline in the United States