ISGAP-Oxford Summer Institute For Curriculum Development In Critical Antisemitism Studies to be held at St Antony’s College, Oxford starting July 31, 2016
Application Deadline: March 1, 2016
The Institute for the Study of Global Antisemitism and Policy (ISGAP), a New York-based interdisciplinary research center, is seeking scholars-in-residence for an intensive two-week workshop-based curriculum development program aimed at establishing critical antisemitism studies as a recognized academic discipline.
The program is intended primarily for professors with full-time college or university positions, though exceptional doctoral and post-doctoral students may also be considered.
The workshops will take place at St Antony’s College, Oxford, beginning July 31. Under the guidance of leading international academics, scholars-in-residence will be asked to develop new syllabi and curricula for critical interdisciplinary antisemitism courses that the scholars-in-residence will teach in their home institutions after completing the program.
Bekerman, Zvi. The Promise of Integrated Multicultural and Bilingual Education. Inclusive Palestinian-Arab and Jewish Schools in Israel. Oxford and New York: Oxford University Press, 2016.
The Promise of Integrated and Multicultural Bilingual Education presents the results of a long-term ethnographic study of the integrated bilingual Palestinian-Jewish schools in Israel that offer a new educational option to two groups of Israelis–Palestinians and Jews–who have been in conflict for the last one hundred years. Their goal is to create egalitarian bilingual multicultural environments to facilitate the growth of youth who can acknowledge and respect “others” while maintaining loyalty to their respective cultural traditions. In this book, Bekerman reveals the complex school practices implemented while negotiating identity and culture in contexts of enduring conflict. Data gathered from interviews with teachers, students, parents, and state officials are presented and analyzed to explore the potential and limitations of peace education given the cultural resources, ethnic-religious affiliations, political beliefs, and historical narratives of the various interactants. The book concludes with critique of Western positivist paradigmatic perspectives that currently guide peace education, maintaining that one of the primary weaknesses of current bilingual and multicultural approaches to peace education is their failure to account for the primacy of the political framework of the nation state and the psychologized educational perspectives that guide their educational work. Change, it is argued, will only occur after these perspectives are abandoned, which entails critically reviewing present understandings of the individual, of identity and culture, and of the learning process.
Table of contents
1. Positioning the Author
2. Theoretical Perspectives
3. Methodology: From Theory to Implementation
4. Schools in Their Contexts
5. The Parents
6. Teachers at Their Work
7. The Children
8. School Routines: Culture, Religion, and Politics in the Classroom
9. Ceremonial Events
10. Conflicting National Narratives
11. The Graduates
ZVI BEKERMAN teaches anthropology of education at the School of Education and The Melton Center, Hebrew University of Jerusalem. His main interests are in the study of cultural, ethnic, and national identity, including identity processes and negotiation during intercultural encounters and in formal/informal learning contexts. He is particularly interested in how concepts such as culture and identity intersect with issues of social justice, intercultural and peace education, and citizenship education.
The Department of Near Eastern Languages and Cultures at the Ohio State University invites applicants for a renewable, non-tenure track position in modern Hebrew language. Responsibilities will include teaching six courses per academic year, curriculum development, language placement, and supervising graduate teaching assistants and other instructors. Salary and benefits are competitive.
Requirements: Native or near-native fluency in Hebrew and English; demonstrated excellence in the teaching of Hebrew language at all levels and in the effective application of current technologies to foreign language learning. M.A or Ph.D. in Hebrew or related field, preferred.
Complete applications must include: letter of interest; statement of teaching philosophy; C.V.; three recent letters of recommendation; and recent teaching evaluations. All letters of reference must be submitted independently by their authors. At least one of the letters should address the candidate’s teaching qualifications. Inquiries may be directed to Prof. Daniel Frank at email@example.com. Review of applications will begin on January 15, 2014. Applications will continue to be accepted until the position is filled. Please apply online through Academic Jobs Online at: https://academicjobsonline.org/ajo/jobs/3718.
To build a diverse workforce Ohio State encourages applications from individuals with disabilities, minorities, veterans, and women. EEO/AA employer.