| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910725032903321 |
|
|
Autore |
Rosenthal Gabriele |
|
|
Titolo |
Established and Outsiders at the Same Time : Self-Images and We-Images of Palestinians in the West Bank and in Israel / / Gabriele Rosenthal |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
[Place of publication not identified] : , : Universitätsverlag Göttingen, , 2016 |
|
|
|
|
|
|
|
|
|
Descrizione fisica |
|
|
|
|
|
|
Collana |
|
Göttingen series in social and cultural anthropology |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Palestinian Arabs - Ethnic identity |
Jewish-Arab relations |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Sommario/riassunto |
|
Palestinians frequently present a harmonizing and homogenizing we-image of their own national we-group, as a way of counteracting Israeli attempts to sow divisions among them, whether through Israeli politics or through the dominant public discourse in Israel. However, a closer look reveals the fragility of this homogenizing we-image which masks a variety of internal tensions and conflicts. By applying methods and concepts from biographical research and figurational sociology, the articles in this volume offer an analysis of the Middle East conflict that goes beyond the polar opposition between "Israelis" and "Palestinians". On the basis of case studies from five urban regions in Palestine and Israel (Bethlehem, Ramallah, East Jerusalem, Haifa and Jaffa), the authors explore the importance of belonging, collective self-images and different forms of social differentiation within Palestinian communities. For each region this is bound up with an analysis of the relevant social and socio-political contexts, and family and life histories. The analysis of (locally) different figurations means focusing on the perspective of Palestinians as members of different religious, socio-economic, political or generational groupings and local group constellations - for instance between Christians and Muslims or between long-time residents and refugees. The following scholars have |
|
|
|
|
|
|
|
|
|
|
|
|
|
contributed to this volume: Ahmed Albaba, Johannes Becker, Hendrik Hinrichsen, Gabriele Rosenthal, Nicole Witte, Arne Worm and Rixta Wundrak. Gabriele Rosenthal is a sociologist and professor of Qualitative Methodology at the Center of Methods in Social Sciences, University of Göttingen. Her major research focus is the intergenerational impact of collective and familial history on biographical structures and actional patterns of individuals and family systems. Her current research deals with ethnicity, ethno-political conflicts and the social construction of borders. She is the author and editor of numerous books, including The Holocaust in Three Generations (2009), Interpretative Sozialforschung (2011) and, together with Artur Bogner, Ethnicity, Belonging and Biography (2009). |
|
|
|
|
|
|
2. |
Record Nr. |
UNINA9910797967703321 |
|
|
Titolo |
Ancient education and early Christianity / edited by Matthew Ryan Hauge and Andrew W. Pitts |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
New York, : Bloomsbury, 2016 |
|
|
|
|
|
|
|
ISBN |
|
0-567-66542-9 |
0-567-66028-1 |
|
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (225 p.) |
|
|
|
|
|
|
Collana |
|
Library of New Testament studies ; v. 533 |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Christian education - History - Early church, ca. 30-600 |
Education - History |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index |
|
|
|
|
|
|
Nota di contenuto |
|
Preface -- Acknowledgements -- 1. Introduction: Matthew Ryan Hauge & Andrew W. Pitts -- Part I: Educational Contexts and Settings -- 2. The Torah versus Homer: Jewish and Graeco-Roman -- Catherine Hezser, SOAS, University of London, UK -- 3. Exodus from the Cave: Moses as Platonic Educator -- Craig Evan Anderson, Claremont School of Theology in California, USA -- 4. Observing a Teacher of Progymnasmata -- Ronald F. Hock, University of Southern California, USA -- 5. The Seven Sages, The Delphic Canon and Ethical Education in |
|
|
|
|
|
|
|
|
|
|
|
Antiquity -- James R. Harrison, Sydney College of Divinity, Australia -- Part II: Early Christian Appropriations -- 6. Fabulous Parables: The Storytelling Tradition in the Synoptic Gospels -- Matthew Ryan Hauge, Azusa Pacific University, USA -- 7. The Origins of Greek Mimesis, Ancient Education, and Gospel of Mark: Genre as a Potential Constraint in Assessing Markan Imitation -- Andrew W. Pitts, Arizona Christian University, USA -- 8. Luke and Progymnasmata: Rhetorical Handbooks, Rhetorical Sophistication and Genre Selection -- Sean A. Adams, University of Glasgow, UK -- 9. Luke's Antetextuality in Light of Ancient Rhetorical Education -- Dennis R. MacDonald, Claremont School of Theology in California, USA -- 10. A School pf Paul? The Use of Pauline Texts in Early Christian Schooltext Papyri -- Jennifer R. Strawbridge, University of Oxford, UK -- 11. How Did the 'Teaching' Teach? The Didache as Catechesis -- William Varner, The Master's College, USA -- |
|
|
|
|
|
|
Sommario/riassunto |
|
What was the relationship of ancient education to early Christianity? This volume provides an in-depth look at different approaches currently employed by scholars who draw upon educational settings in the ancient world to inform their historical research in Christian origins. The book is divided into two sections: one consisting of essays on education in the ancient world, and one consisting of exegetical studies dealing with various passages where motifs emerging from ancient educational culture provide illumination. The chapters summarize the state of the discussion on ancient education in classical and biblical studies, examine obstacles to arriving at a comprehensive theory of early Christianity's relationship to ancient education, compare different approaches, and compile the diverse methodologies into one comparative study. Several educational motifs are integrated in order to demonstrate the exegetical insights that they may yield when utilized in New Testament historical investigation and interpretation |
|
|
|
|
|
|
|
| |