Netz, Hadar, and Adam Lefstein. “A Cross-Cultural Analysis of Disagreements in Classroom Discourse: Comparative Case Studies from England, the United States, and Israel.” Intercultural Pragmatics 13.2 (2016): 211-55.
How do cultural and institutional factors interact in shaping preference structures? This paper presents a cross-cultural analysis of disagreements in three different classroom settings: (1) a year 6 (ages 11–12) mainstream class in England, (2) a fifth-grade class of gifted students in the United States, and (3) a fourth-grade mainstream class in Israel. The aim of the study is to investigate how disagreements are enacted in these settings, exploring the influence of cultural communicative norms on the one hand and pedagogical goals and norms on the other. The study highlights culture-specific discursive patterns that emerge as the teacher and students manage a delicate balance between often clashing cultural and educational motives.
The Anglo-American and Israeli-American security relationships have proved to be unusually close and have confounded expectations that they would wither away with the changing international environment. In order to explain this, the article proposes a theory of ‘alliance persistence’ that is based on reciprocity over shared geostrategic interests, sentimental attachments and institutionalized security relations. The article employs this theoretical framework to explore how Anglo-American and Israeli-American relations have developed during the Obama administration. It argues that the Anglo-American relationship has been closer because of the two countries’ shared strategic interests, whilst the Israeli-American relationship has experienced divergences in how the security interests of the two sides have been pursued. The article concludes by assessing how the two relationships will fair in the post-Obama era and argues that there are numerous areas of tension in the US-Israeli relationship that risk future tensions.