Soli Vered
Tel Aviv University, School of Education, Graduate Student
This chapter, published in "Self-Censorship in Contexts of Conflict", focuses on the mechanism of intentionally omitting any teachings—content, ideas, and perspectives—that are seen as contradictory to the national narrative.... more
This chapter, published in "Self-Censorship in Contexts of Conflict", focuses on the mechanism of intentionally omitting any teachings—content, ideas, and perspectives—that are seen as contradictory to the
national narrative. Specifically, we examine the process by which teachers opt to self-censor factual truths that contradict the themes of these narratives, particularly in societies involved in intractable conflict.
The chapter presents self-censorship as an important concept for consideration in the study of education in societies undergoing conflict. The intentional and voluntary decision of individuals throughout the educational process to avoid teaching content that contradicts or questions national narratives promotes the maintenance of these narratives among generations of students. Thus, instead of offering opportunities for critical thinking and perspective taking that may lead to conflict resolution and reconciliation, education actually reinforces the ethos of conflict and contributes to its perpetuation.
national narrative. Specifically, we examine the process by which teachers opt to self-censor factual truths that contradict the themes of these narratives, particularly in societies involved in intractable conflict.
The chapter presents self-censorship as an important concept for consideration in the study of education in societies undergoing conflict. The intentional and voluntary decision of individuals throughout the educational process to avoid teaching content that contradicts or questions national narratives promotes the maintenance of these narratives among generations of students. Thus, instead of offering opportunities for critical thinking and perspective taking that may lead to conflict resolution and reconciliation, education actually reinforces the ethos of conflict and contributes to its perpetuation.
Research Interests:
This study explores the features of the routinization of the Israeli-Arab conflict in everyday life in Israel. Specifically, it examines how foreign students view this mechanism of the culture of conflict, compared to the point of view of... more
This study explores the features of the routinization of the Israeli-Arab conflict in everyday life in Israel. Specifically, it examines how foreign students view this mechanism of the culture of conflict, compared to the point of view of Israeli students born into the day-today reality of a society that has been engaged in an intractable conflict for decades. Findings show that foreigners have perceived and identified various conflict-related routines that have been absorbed into the social and physical spaces of daily life in Israel, becoming unnoticeable to Israe-lis. This was the case particularly with various images and symbols of the conflict that saturate both public and private spaces, conflict-related informal norms of behavior, and the central place that the conflict occupies in private interpersonal discourse. These results are discussed in relation to the functionalities of the routinization of the conflict and its implications.
Research Interests:
Intractable conflicts are demanding, stressful, painful, exhausting, and costly both in human and material terms. In order to adapt to these conditions, societies engaged in such protracted, violent conflict develop an appropriate... more
Intractable conflicts are demanding, stressful, painful, exhausting, and costly both in human and material terms. In order to adapt to these conditions, societies engaged in such protracted, violent conflict develop an appropriate socio-psychological infrastructure that eventually becomes the foundation for the development of culture of conflict. The
infrastructure fulfills important functions for the societies involved, yet stands also as a major socio-psychological barrier to peaceful resolution of the conflict. Transforming the nature of the relations between two societies that were in hostile and violent rivalry requires a dramatic societal change of replacing the socio-psychological repertoire among
society members and establishing a new culture of peace. This process of peacemaking is very long and extremely challenging; however, if successful, the past rival sides may establish stable and lasting peaceful relations.
infrastructure fulfills important functions for the societies involved, yet stands also as a major socio-psychological barrier to peaceful resolution of the conflict. Transforming the nature of the relations between two societies that were in hostile and violent rivalry requires a dramatic societal change of replacing the socio-psychological repertoire among
society members and establishing a new culture of peace. This process of peacemaking is very long and extremely challenging; however, if successful, the past rival sides may establish stable and lasting peaceful relations.
Research Interests:
Israel’s use of history for political ends is nothing new. Nation-states have long used the past to inculcate patriotism, allegiance, and assimilation. This is a well-worn area of inquiry among historians of education. The case of history... more
Israel’s use of history for political ends is nothing new. Nation-states have long used the past to inculcate patriotism, allegiance, and assimilation. This is a well-worn area of inquiry among historians of education. The case of history instruction in Israel from the 1950s through the 1970s, however, offers an opportunity to explore connections between recent insights in agnotology and recent contributions to the sociopsychological literature on collective memory
in the context of intractable conflict. This chapter seeks to highlight these connections by presenting modes and practices of miseducation aimed at the social construction of ignorance through the use of conflict-supportive collective narratives. These modes and practices are examined within the context of the Israeli-Palestinian conflict. It also aims to highlight processes and contents common in school systems of societies engaged in protracted and violent conflicts. In this illustration, we focus on the Israeli Jewish case as it emerged during the climax of the Israeli–Arab/Palestinian conflict in the period from the 1950s through the 1970s.
in the context of intractable conflict. This chapter seeks to highlight these connections by presenting modes and practices of miseducation aimed at the social construction of ignorance through the use of conflict-supportive collective narratives. These modes and practices are examined within the context of the Israeli-Palestinian conflict. It also aims to highlight processes and contents common in school systems of societies engaged in protracted and violent conflicts. In this illustration, we focus on the Israeli Jewish case as it emerged during the climax of the Israeli–Arab/Palestinian conflict in the period from the 1950s through the 1970s.
Research Interests:
The present chapter deals with the role of peace education in transforming the sociopsychological infrastructure of intractable conflict to promote peace building and, more importantly, with the question of whether and how it can be... more
The present chapter deals with the role of peace education in transforming the sociopsychological infrastructure of intractable conflict to promote peace building and, more importantly, with the question of whether and how it can be applied in societies that are still involved in a conflict. The chapter describes, first, the goals and the challenges of peace education in societies engaged in a protracted, violent conflict. Then, it presents the two models suggested by BarTal et al. (Handbook of peace education, 2010) of direct and indirect peace education. Specifically, it examines how the main themes offered by these two categories of peace education were reflected in Israel's state education policies in light of political and social developments that took place over the years. Finally, the last part of the chapter attempts to provide possible explanations as to why, despite the potential possibilities in theory, Israel has failed to implement a consistent framework of peace education as a process aimed at changing students' consciousness to advance the end of the Israeli Arab and IsraeliPalestinian conflict.
Research Interests:
Peace education is considered a necessary element in establishing the social conditions required for promoting peace-making between rival parties. As such, it constitutes one of Israel’s state education goals, and would therefore be... more
Peace education is considered a necessary element in establishing the social conditions required for promoting peace-making between rival parties. As such, it constitutes one of Israel’s state education goals, and would therefore be expected to have a significant place in Israel’s educational policy in general and in response to peace moves that have occurred during the Arab–Israeli conflict since the 1970s in particular. This article reviews the educational policy actually applied by Israel’s state education over the years as reflected in formal educational programs and school textbooks, and suggests that although some significant changes have taken place over time, there has been and still is a significant gap between the stated goal and the practice of peace education in Israel. Reasons for this disparity and its implications are discussed and possible directions are proposed for coping with this educational challenge.