Chapter 11 Contestation as an Innovative Construct for Conflict Management and Activist Pedagogy

In: Activist Pedagogy and Shared Education in Divided Societies
Author:
Zehavit Gross
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Type:
Chapter
Pages:
171–186
DOI:
https://doi.org/10.1163/9789004512740_012

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Activist Pedagogy and Shared Education in Divided Societies

International Perspectives and Next Practices

Series:  Moral Development and Citizenship Education, Volume: 17
Cover Activist Pedagogy and Shared Education in Divided Societies
E-Book ISBN:
9789004512740
Publisher:
Brill
Print Publication Date:
03 Feb 2022
Front Matter
Preliminary Material
Copyright page
Dedication
Figures and Tables
Notes on Contributors
Introduction
Part 1 Educating for a Democratic-Multicultural Citizenship
Chapter 1 Empowering Agency in the Ethical, Political, and the Teaching/Learning Spheres of Education
Chapter 2 Teaching Controversial Issues as Part of Education for Democratic Intercultural Citizenship
Chapter 3 Towards Educating Teachers as Advocators
Chapter 4 Democratic Citizenship Education as an Activist Pedagogy
Chapter 5 Educating for Democratic Citizenship
Part 2 Enhancing Models of Shared Learning
Chapter 6 Turning Research into Policy
Chapter 7 “Moving into Hebrew Is Natural”
Chapter 8 Shared Learning in the Context of Conflict
Chapter 9 Jewish-Arab Bilingual Education in Israel
Chapter 10 Minority EFL Teachers on Shared-Life Education in Conflict-Ridden Contexts
Part 3 Nurturing Intercultural Competencies
Chapter 11 Contestation as an Innovative Construct for Conflict Management and Activist Pedagogy
Chapter 12 “Thou Shalt Not Be a Bystander”
Chapter 13 Internationalization for Nurturing Intercultural Communicative Competencies in Pre-Service Teachers
Chapter 14 Developing Culturally Proficient Global Peace Education Changemaker Educators for Culturally Diverse Schools and Classrooms
Part 4 Reconciling Dialogue in the Face of Conflicting Narratives
Chapter 15 The Holocaust and Its Teaching in Israel in View of the Conflict
Chapter 16 Teaching History and Citizenship in Schools in Northern Ireland
Chapter 17 Successful Failure: A Dual Narrative Approach to History Education
Chapter 18 The Narrative Approach to Shared Education
Chapter 19 Imagined Communities
Chapter 20 Arts as a Sphere for the Study of History
Concluding Notes

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