Critical pedagogy in a conflicted society: Israel as a case study

Moshe Levy, Yair Galily

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

This study would like to adopt the phenomenological resistance approach in order to explore the way social agents react to knowledge provided to them. For Giroux (1983), such an approach, that takes human agency seriously, leads to possibilities of oppositional pedagogy and meaningful interventions in schools. The main question presented in this paper is what happens when the knowledge being reproduced and provided is critical of the social order, hegemonic ideology, and inequalities in the distribution of power and other resources among social groups. How do students from different groups and minorities react to this knowledge being reproduced institutionally? These questions will be examined by analyzing the way different “critical” sociological theories were accepted by students from different Israeli groups and minorities that attended sociology classes that took place in four different Israeli academic institutions.

Original languageEnglish
Title of host publicationInternational Critical Pedagogy Reader
Pages214-220
Number of pages7
ISBN (Electronic)9781351562546
DOIs
StatePublished - 1 Jan 2017

All Science Journal Classification (ASJC) codes

  • General Social Sciences

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