LEADER 02278nam 2200529 450 001 9910823529803321 005 20230126213459.0 010 $a1-4438-8120-1 035 $a(CKB)3710000000473512 035 $a(EBL)4534674 035 $a(Au-PeEL)EBL4534674 035 $a(CaPaEBR)ebr11215697 035 $a(CaONFJC)MIL830909 035 $a(OCoLC)922561013 035 $a(MiAaPQ)EBC4534674 035 $a(EXLCZ)993710000000473512 100 $a20160617h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aCultural violence in the classroom $epeace, conflict and education in Israel /$fby Katerina Standish 210 1$aNewcastle upon Tyne, England :$cCambridge Scholars Publishing,$d2015. 210 4$dİ2015 215 $a1 online resource (186 p.) 225 1 $aPeace Studies: Edges and Innovations 300 $aDescription based upon print version of record. 311 $a1-4438-8018-3 320 $aIncludes bibliographical references and index. 330 $aIn identity-based conflicts, what a person learns can become whom a person learns to hate.This book explores the unique position occupied by educators during protracted ethnic conflict. As transmitters of social authority, educators occupy a position in society capable of supporting repressive constructs or challenging social inequalities. Educators who are seen to legitimize the social order may be seen as symbolic markers of the dominant group, while educators who challenge the social order can be perceived as upstarts or threats that seek to subvert social authority. By surveying the percep 410 0$aPeace Studies: Edges and Innovations 606 $aMulticultural education$zIsrael 606 $aEthnic conflict$zIsrael 606 $aEducation, Higher$xSocial aspects$zIsrael 615 0$aMulticultural education 615 0$aEthnic conflict 615 0$aEducation, Higher$xSocial aspects 676 $a370.117095694 700 $aStandish$b Katerina$01044649 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910823529803321 996 $aCultural violence in the classroom$93913811 997 $aUNINA