Ido Gideon
Biographic Data
| ID | 6155258 |
|---|---|
| NAME | Ido Gideon |
| GIVEN NAMES | Ido |
| FAMILY NAME | Gideon |
| SIGNATURE | GIDEON I |
| AFFILIATIONS | Ben-Gurion University of the Negev |
| ORCID | 0000-0001-5757-5516 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
A model of dialogic teacher transformation
Framing engagement and public participation in local climate conferences
In a yearlong ethnographic study, we actively participated as members of the national planning committee for fourteen local climate conferences, we examined how citizen participation was imagined and enacted. We introduce a framework for studying the relationship between cognitive engagement, learning, and civic engagement in the public sphere. We describe the different levels of cognitive and civic engagement in the design of climate conference …
Pedagogical and epistemic uncertainty in collaborative teacher learning
Epistemology of the Nakba in Israeli education
In Israel, the Israeli–Palestinian conflict is the most fundamental political and moral issue current and future citizens face. If we accept the maxim that schools should prepare citizens for participation in determining the future of their state, Israeli students must be introduced to the historical, political and moral questions at the heart of the conflict. But this responsibility of Israeli schools and teachers is a highly contentious issue. …
The bare classroom- representation and the liminal presence of others
This article begins with an account of an improvised classroom in a refugee camp. From this account, and building on Heidegger's' analysis of spatiality, two fundamental characteristics are identified as: first, that classrooms are 'sanctioned-off' from the world, and secondly, that educational situations involve attention to the world.Arendt's distinction between education and politics is presented not only as a normative call to action, but als…
The bare classroom- representation and the liminal presence of others
This article begins with an account of an improvised classroom in a refugee camp. From this account, and building on Heidegger's' analysis of spatiality, two fundamental characteristics are identified as: first, that classrooms are 'sanctioned-off' from the world, and secondly, that educational situations involve attention to the world.Arendt's distinction between education and politics is presented not only as a normative call to action, but als…
Pedagogical and epistemic uncertainty in collaborative teacher learning
Epistemology of the Nakba in Israeli education
In Israel, the Israeli–Palestinian conflict is the most fundamental political and moral issue current and future citizens face. If we accept the maxim that schools should prepare citizens for participation in determining the future of their state, Israeli students must be introduced to the historical, political and moral questions at the heart of the conflict. But this responsibility of Israeli schools and teachers is a highly contentious issue. …
Framing engagement and public participation in local climate conferences
In a yearlong ethnographic study, we actively participated as members of the national planning committee for fourteen local climate conferences, we examined how citizen participation was imagined and enacted. We introduce a framework for studying the relationship between cognitive engagement, learning, and civic engagement in the public sphere. We describe the different levels of cognitive and civic engagement in the design of climate conference …
A model of dialogic teacher transformation
Sociology (4 works) · Epistemology (3 works) · Pedagogy (3 works) · Political science (3 works) · Politics (3 works) · Dialogical self (2 works) · Educator Training and Historical Pedagogy (2 works) · Law (2 works) · Philosophy (2 works) · Psychology (2 works)