Revisiting (and Revising?) Sports Boycotts: From Rugby against South Africa to Soccer in Israel     

Malcolm MacLean 《国际体育史杂志》2014,31(15):1832-1851

For the first time in nearly 30 years, 2013 saw increasing public awareness of calls for a comprehensive boycott of and sanctions on a state based on questions of an ‘entrenched system of racial discrimination’. The call to boycott South African sport emerged in the 1950s as the apartheid state was developing and refining its comprehensive and systematic legal form amid growing international pressure for decolonisation. This is a different social and political context than the call 50 years later by Palestinian civil society for boycott, divestment and sanctions (BDS) against Israel. This paper draws on analyses of international anti-apartheid movements' campaigns against sporting contact with South Africa and the BDS call for the isolation of the Israeli state to propose a theory of sports boycotts. It looks at the anti-apartheid campaigns to consider ways in which the BDS campaign has an impact on existing historical understandings of cultural boycotts as a tactical and strategic campaign tool.  相似文献   

The meanings,risk factors and consequences of religious extremism: The perceptions of Islamic education teachers from Israel     

Najwan Saada 《British Educational Research Journal》2023,49(1):5-18

This multiple case study examines the attitudes of 14 Islamic education teachers from Israel towards the meaning, causes and consequences of religious extremism among students in their Arab and Muslim-majority middle and high schools. These teachers define religious extremism as belief in absolute religious truth, inflexibility in religious interpretation, or strict adherence to Islamic teachings. In addition, the teachers distinguish the personal (adolescence, family problems and psychosocial needs), religious (unquestioned following of extremist imams or religion scholars; adopting of selective, literal and decontextualised readings of the religious text; influence of partisan teachers) and socio-political factors (students' feelings of fear and anger towards Israel and its unjust and oppressive role in the Palestinian–Israeli conflict) that push students towards religious extremism. Religious extremism, the teachers conclude, may lead to hatred or violence against followers of other religions, antagonism between Muslims and Jews in Israel, increased Islamophobia in Western societies, the rejection of Islam, the oppression of female students and reduced student achievement and diminished future prospects.  相似文献   

Defining parental involvement： The Israeli case     

Yael Fisher 《美中教育评论》2009,6(11):33-45

During the past decade, Israeli parents declared their rights to be involved in their children＇s education. The term used is ＂parental involvement＂, but there is no real agreement on the definition of the term. This paper describes the different opinions and approaches of parents, teachers, students, principals and decision makers, as found and described by Israeli researchers. The development, definitions and boundaries of the term are introduced. Even though the research in Israel is on a Hebrew term and this discussion is in English, the processes involved translate well, as these processes are in a well developed country, based on democracy and Western culture and an education system established under the British Mandate with its historical traces.  相似文献   

以色列医学院校的行为科学和社会科学教育     

丁可 《复旦教育论坛》2005,3(4):92-96

以色列的四所医学院校都提供行为科学和社会科学课程,但在实施过程中也都面临许多困难。本文介绍以色列医学院行为科学和社会科学教育的总体情况和问题,并提出克服障碍的途径。  相似文献   

Israel Engagement in Practice: An Empirical Look at the Impact of The Year of Service Emissaries     

Lior Hameiri 《Journal of Jewish Education》2018,84(1):56-78

The current field of Israel engagement has been significantly challenged by young North American Jews’ reported alienation from contemporary Israel. Literature in the last decade has addressed this challenge in depth, offering a wide variety of theoretical analyses and recommendations for program development. The present study is the first to thoroughly focus on one of these programs, the young emissaries (shinshinim) program, a joint initiative between the Jewish Agency for Israel and a growing number of Jewish communities around the world. Data were collected in the Greater Toronto Area, out of which the local Jewish Federation operates the largest shinshinim program worldwide. Levels of emotional, behavioral, and cognitive engagement with Israel were assessed in 47 local institutions’ representatives, 84 host families, and 197 high school students in relation to their interaction with shinshinim. Changes in attitudes toward Israel, Jewish tradition, and peoplehood, following their Year of Service, were also assessed in 36 shinshinim. All data were collected using questionnaires developed especially for the purposes of this study. Results show that the shinshinim program has a significant and positive impact on host families’ level of Israel engagement and that the Year of Service has a significant and positive impact on the shinshinim inclination to adopt Jewish traditions and to affiliate themselves with a Jewish Peoplehood. Results also show that the program is positively associated with Israel engagement among students and Jewish institutions’ representatives. Theoretical and practical implications are discussed.  相似文献   

A comparative case-study of school-LEA-NGO interactions across different socio-economic strata in Israel     

Miri Yemini  Ariel Cegla  Netta Sagie 《教育政策杂志》2018,33(2):243-261

This study examines the interaction between non-governmental organization (NGO), the Local Education Authority (LEA), and public schools in communities of different socioeconomic backgrounds in Israel. We characterize how schools serving more and less affluent communities create, cultivate, and preserve interactions with NGOs; how NGOs form, and sustain interactions with schools serving communities of different socioeconomic backgrounds; and how this process is maintained through LEA regulation. We show how school–NGO–LEA interaction is largely shaped by the affluence of respective schools’ communities within given educational settings. Analysis of interviews conducted with different stakeholders exposed two main themes: (1) the differing capabilities of various actors in this interaction to express agency; (2) the power relations between involved parties, whereby NGO and LEA impose a global agenda on local schools (particularly those serving less affluent communities) – occasionally in contrast to the needs as perceived by schools’ leaders. Our conclusions offer some insights into the nature and possible consequences of the interaction between third sector organizations and schools serving communities of diverse socioeconomic backgrounds.  相似文献   

犹太定居点问题研究     

贺雅琴 《晋东南师范专科学校学报》2009,(4):54-56

犹太定居点问题是巴以冲突及中东和平进程中最为棘手的问题之一,该问题能否顺利解决直接关系到中东地区能否和平与安宁,关系到中东和平进程的推进。文章试从早期犹太定居点政策、犹太定居点的建设与扩张、犹太定居点的出路三个方面对该问题作一探讨。  相似文献   

The cultural shaping of parental involvement: theoretical insights from Israeli Jewish parents’ involvement in the primary schooling of their children     

Lauren Erdreich  Deborah Golden 《International Studies in Sociology of Education》2017,26(1):51-65

This paper presents a theoretical argument regarding the power of school to shape parental involvement in culturally informed ways. The paper emerges out of preliminary fieldwork among Jewish middle-class parents in a town in northern Israel, during which our attention was drawn to the intense activity in and around their children’s transition to primary school. This activity became a lens for the exploration and articulation of a theoretical claim, according to which parental involvement is not just a matter of the fit or lack of fit between the cultural capital imported from home into school, as posited by much of the relevant literature. Rather, the cultural shaping of parental involvement takes place within and through encounters between school and family: by means of the school’s cultivation of ‘proper’ disposition and comportment for parents, the power of emotional community and the recruitment of a key cultural symbol.  相似文献   

Dealing with difference in the divided educational context: balancing freedom of expression and non-discrimination in Northern Ireland and Israel     

Helen Hanna 《Compare》2017,47(1):17-31

It has long been established that an effective citizenship education in a multicultural society must incorporate some exposure to a variety of views on different topics. However, the ability and willingness to deal with difference relating to controversial matters of national identity, narrative and conflict vary. This is not least the case in the ethno-nationally divided and conflict-affected jurisdictions of Northern Ireland and Israel. This article relates qualitative research conducted among students, teachers and policy-makers in these two jurisdictions that explores the area of dealing with difference within citizenship education. Using the starting point of a framework based on international law on education, the article goes on to consider how freedom of expression and non-discrimination are variously interpreted and balanced when exploring controversial issues in the classroom of a divided society.  相似文献   

流动儿童教育政策比较研究①--以印度、以色列、美国为例     

周国华  陈宣霖 《比较教育研究》2015,(4)

在介绍印度、以色列、美国流动儿童教育政策的基础上,文章从思想基础、动力因素、运行机制三个角度对三个国家流动儿童教育政策进行了比较分析,提出了进一步完善我国流动儿童教育政策的对策建议。  相似文献