J Resnik
Datos Biográficos
| ID | 4560 |
|---|---|
| NOMBRE | J Resnik |
| NOMBRES | J |
| APELLIDO | Resnik |
| FIRMA | RESNIK J |
| AFILIACIONES | Hebrew University of Jerusalem |
| ORCID | 0000-0002-4311-146X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 28 |
| TOTAL DE CITAS | 134 |
| TOTAL COMO AUTOR | 28 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1999 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 6 |
On global citizenship education in a new conjuncture
Education that considers global social relations in their multiple forms, often identified under the umbrella term ‘global citizenship education’ (GCE), is experiencing a contradictory moment. While its leading models and practices are being challenged as not befitting the present times, GCE researchers and practitioners are reworking the resources at their disposal to confront the very shifting educational and social terrains that are emerging. …
Internationalising national schools
Pedagogies of dialogue in global citizenship education
In an era marked by intensifying global crises, rising nationalism, and contested understandings of citizenship, Global Citizenship Education (GCE) faces growing demands to move beyond depoliticized and procedural framings. This study examines the experiences of pre-service teachers from five countries in the Global North who participated in international online exchanges centered on controversial public issues as part of a cross-national teacher…
Precarities of non-citizen childhoods
Increasing numbers of children worldwide grow up in liminal legality, precarious socio-legal status, semi-legality or de-facto stateless, as a result of migration. While the impact of legal precarity as fault-line of global inequality is widely recognized, research on non-citizenship of migrant children remains isolated within specific disciplines and centers mainly on the experience of the undocumented child in the global north. Yet, in a global…
German teachers' pilgrimage to an Israeli Holocaust Memorial
Drawing on anthropological conceptions of pilgrimage, our ethnography of professional development at an Israeli Holocaust Memorial follows German teachers on journeys to Israel. Seeking transformative and transferable experiences to combat anti-Semitism in schools, teachers experienced the voyage as a secular pilgrimage rooted in Christian traditions of guilt, confession, and absolution. As teachers' emotional encounters in Israel simultaneously …
Can the International Baccalaureate (IB) make a better and more peaceful world? Illuminating limits and possibilities of the International Baccalaureate movement/programs in a time of global crises
KEYWORDS: The International BaccalaureateglobalisationneoliberalismFranchise Educationglobal ctizenshipdemocracy
Urban governance of liminal legality comparing the incorporation of migrant children in Tel-Aviv and Jerusalem
Between ethnonational and international curricula
The use of international curricula by minority diaspora communities poses a paradox for the construction of student identities that juxtaposes ethnonational and global discourses. Positioned in the throes of the Israeli–Palestinian conflict, the Armenian School in Jerusalem utilizes a global curriculum while also attempting to sustain collective Armenian identity among its students, who study four languages. This ethnographic case study of the Ar…
All against all competition
Since the 1980s, education in Canada has been through a process that led to school choice, targeting the improvement of students’ performance through school competition. These policies fostering an education quasi-market became an ideal framework for the expansion of IB schools. Since the Diploma Programme of the International Baccalaureate (IBDP) offers a differentiated international curriculum and is perceived as a program that contributes to s…
La prise en compte du contexte dans la recherche comparative et ses défis méthodologiques
La comparaison internationale, appelée comme outil constitutif de la démarche sociologique dès les écrits d’Émile Durkheim (1897, 1938) et de Max Weber (1905, 1921, 1996) mais demeurée longtemps peu mobilisée, connaît avec le processus de globalisation un développement accéléré. La multiplication des relations transnationales dans les domaines de l’économie, de la politique, du sport, du tourisme comme de l’éducation et des « professions » entrai…
Struggling for recognition
The recognition of the DP (diploma programme) for university admission is crucial for the development of International Baccalaureate (IB) schools and the expansion of the IB network worldwide. In an era of higher education (HE) massification, accompanied by high failure and dropout rates, intense debates on access to HE are taking place in many countries. It is within this context that the IB organization struggles for the recognition of the DP f…
The power of numbers and networks
The development of the International Baccalaureate in Spanish speaking countries
This paper compares the development of International Baccalaureate (IB) schools in four different settings: Argentine, Chile, Spain and Ecuador. The global comparative approach used in this study, based on actor-network theory (ANT), allows us to analyse the connections and interactions between global actors and the plurality of national, regional, municipal actors in a common conceptual frame – the IB network. The IB network includes mainly glob…
The Denationalization of Education and the Expansion of the International Baccalaureate
This study explores the expansion of international education focusing on International Baccalaureate (IB) schools in England, France, Israel, Argentina, and Chile. As a whole, conditions such as economic globalization and neoliberal education policies favor the expansion of IB schools. Certain national contexts and educational traditions encourage the adoption of IB programs, while other traditions hinder their propagation. The increase of IB sch…
International education
Sociology of international education – an emerging field of research
This article points to international education in elementary and post-elementary schools as an emerging and promising field of enquiry. It describes the state of art of this new field and sets out the nature of the research. The rapid development of international networks in recent decades; the contribution of international education policies to the expansion of international education; the growing number of international students and its implica…
The construction of a managerial education discourse and the involvement of philanthropic entrepreneurs
Similar to many other countries, an educational reform anchored in a managerial discourse was proposed in Israel in 2004 by the Dovrat Committee, encouraged by the ‘inter-state education gap’ social problem that economist Dan Ben-David formulated on the basis of international examinations, such as PISA and TIMMS. Through a neo-Weberian approach this study follows the construction of a managerial discourse from the 1970s onwards that led to the Do…
Integration without assimilation? Ethno‐nationalism in Israel and universal laïcité in France
The adoption of multiculturalism and multiethnic views of society seems to be a convergent tendency among Western democracies where population flows are becoming increasingly heterogeneous. However, the established citizenship models and migrant groups' experiences have different impacts on the multicultural discourse in each country. This ‘integration without assimilation’ thesis has been examined comparing two countries – Israel and France – th…
Mark Bray, Bob Adamson and Mark Mason , 2007. Comparative Education Research
Article disponible en ligne l'adresse https://shs.cairn.info/revue-education-et-societes-2009-1-page-207f?lang=fr Dcouvrir le sommaire de ce numro, suivre la revue par email, s'abonner... Scannez ce QR Code pour accder la page de ce numro sur Cairn.info.Distribution lectronique Cairn.infopour De Boeck Suprieur.Vous avez l'autorisation de reproduire cet article dans les limites des conditions d'utilisation de Cairn.infoou, le cas chant, des condit…
Multicultural Education – Good for Business but Not for the State? The Ib Curriculum and Global Capitalism
In the 1970s and the 1980s, multicultural education spread in many countries. However, in the mid-1980s the golden age of multiculturalism came to an end. Neo-conservative political forces attacked multicultural policies and progressively a neo-liberal discourse pervaded economic and social policies, also affecting national education systems. In contrast, multicultural approaches have emerged with tremendous vigour in the field of business manage…
Discourse structuration in Israel, democratization of education and the impact of the global education network
The 1968 structural reform of the education system in Israel was part both of a global process of democratization of education launched after the Second World War and of a larger modernization project in which the social sciences played a crucial role. This dynamic was an expression of a conjunction of interests, in which political forces used research on educational matters in order to advance their socio‐political agendas, while researchers use…
The Democratisation of the Education System in France After the Second World War
The structural reforms of the education system in France (1959, 1963, and 1975) were part both of a global process of democratisation of education launched after the Second World War and of a larger modernisation project in which knowledge producers (experts, scholars and consultants) played a crucial role. Instead of a national approach or a world system approach to education reforms I propose a neo-Weberian glocal perspective that focuses on kn…
Alternative identities in multicultural schools in Israel
Economic and technological processes of globalization and the increasing migrations of people in the world undermine dominant national identities. One of the main characteristics of our time is the instability of identities and the continuous invention of new/old identities. Traditions and ethnic identities are deconstructed and reconstructed. Immigrants, first, second and also third generation, participate in the dynamic of identity production. …
Sites of memory’ of the Holocaust
This article attempts to understand the development of the national memory in Israel and the stress on the Holocaust as the constitutive representation of the national identity in the last decades. In the first three decades of the existence of the state, at a time Israeli society was embedded in an ‘environment of memory’ due to the presence of a big proportion of Holocaust survivors, the subject of the Holocaust was almost neglected in schools.…
Le curriculum et la formation de sujets nationaux en Israël
Le curriculum et la formation de sujets nationaux dans le système éducatif israélien Une des fonctions principales du système d’éducation est la formation de sujets nationaux attachés à leur pays, à l’État et à la nation. L’étude historique du curriculum utilisé en Israël depuis la création de l’État jusqu’à nos jours nous permet de suivre l’évolution de l’idéologie nationale qui façonne la subjectivité nationale des élèves juifs laïcs. Quatre im…
Contesting the limits of political participation
The article addresses the significance of migrant associations and of their participatory practices as a vehicle by which migrant workers become political actors and negotiate membership in Israel. We offer a comparative analysis of black African and Latin American undocumented migrant communities to suggest the very fact that they manage to organize in autonomous associations in order to protect their interests, have the ability to mobilize supp…
Sites of memory’ of the Holocaust
This article attempts to understand the development of the national memory in Israel and the stress on the Holocaust as the constitutive representation of the national identity in the last decades. In the first three decades of the existence of the state, at a time Israeli society was embedded in an ‘environment of memory’ due to the presence of a big proportion of Holocaust survivors, the subject of the Holocaust was almost neglected in schools.…
Sociology of international education – an emerging field of research
This article points to international education in elementary and post-elementary schools as an emerging and promising field of enquiry. It describes the state of art of this new field and sets out the nature of the research. The rapid development of international networks in recent decades; the contribution of international education policies to the expansion of international education; the growing number of international students and its implica…
Particularistic vs. Universalistic Content in the Israeli Education System
(1999). Particularistic vs. Universalistic Content in the Israeli Education System. Curriculum Inquiry: Vol. 29, No. 4, pp. 485-511
The development of the International Baccalaureate in Spanish speaking countries
This paper compares the development of International Baccalaureate (IB) schools in four different settings: Argentine, Chile, Spain and Ecuador. The global comparative approach used in this study, based on actor-network theory (ANT), allows us to analyse the connections and interactions between global actors and the plurality of national, regional, municipal actors in a common conceptual frame – the IB network. The IB network includes mainly glob…
The construction of a managerial education discourse and the involvement of philanthropic entrepreneurs
Similar to many other countries, an educational reform anchored in a managerial discourse was proposed in Israel in 2004 by the Dovrat Committee, encouraged by the ‘inter-state education gap’ social problem that economist Dan Ben-David formulated on the basis of international examinations, such as PISA and TIMMS. Through a neo-Weberian approach this study follows the construction of a managerial discourse from the 1970s onwards that led to the Do…
Multicultural Education – Good for Business but Not for the State? The Ib Curriculum and Global Capitalism
In the 1970s and the 1980s, multicultural education spread in many countries. However, in the mid-1980s the golden age of multiculturalism came to an end. Neo-conservative political forces attacked multicultural policies and progressively a neo-liberal discourse pervaded economic and social policies, also affecting national education systems. In contrast, multicultural approaches have emerged with tremendous vigour in the field of business manage…
Can the International Baccalaureate (IB) make a better and more peaceful world? Illuminating limits and possibilities of the International Baccalaureate movement/programs in a time of global crises
KEYWORDS: The International BaccalaureateglobalisationneoliberalismFranchise Educationglobal ctizenshipdemocracy
Urban governance of liminal legality comparing the incorporation of migrant children in Tel-Aviv and Jerusalem
Discourse structuration in Israel, democratization of education and the impact of the global education network
The 1968 structural reform of the education system in Israel was part both of a global process of democratization of education launched after the Second World War and of a larger modernization project in which the social sciences played a crucial role. This dynamic was an expression of a conjunction of interests, in which political forces used research on educational matters in order to advance their socio‐political agendas, while researchers use…
Struggling for recognition
The recognition of the DP (diploma programme) for university admission is crucial for the development of International Baccalaureate (IB) schools and the expansion of the IB network worldwide. In an era of higher education (HE) massification, accompanied by high failure and dropout rates, intense debates on access to HE are taking place in many countries. It is within this context that the IB organization struggles for the recognition of the DP f…
Integration without assimilation? Ethno‐nationalism in Israel and universal laïcité in France
The adoption of multiculturalism and multiethnic views of society seems to be a convergent tendency among Western democracies where population flows are becoming increasingly heterogeneous. However, the established citizenship models and migrant groups' experiences have different impacts on the multicultural discourse in each country. This ‘integration without assimilation’ thesis has been examined comparing two countries – Israel and France – th…
Between ethnonational and international curricula
The use of international curricula by minority diaspora communities poses a paradox for the construction of student identities that juxtaposes ethnonational and global discourses. Positioned in the throes of the Israeli–Palestinian conflict, the Armenian School in Jerusalem utilizes a global curriculum while also attempting to sustain collective Armenian identity among its students, who study four languages. This ethnographic case study of the Ar…
Alternative identities in multicultural schools in Israel
Economic and technological processes of globalization and the increasing migrations of people in the world undermine dominant national identities. One of the main characteristics of our time is the instability of identities and the continuous invention of new/old identities. Traditions and ethnic identities are deconstructed and reconstructed. Immigrants, first, second and also third generation, participate in the dynamic of identity production. …
All against all competition
Since the 1980s, education in Canada has been through a process that led to school choice, targeting the improvement of students’ performance through school competition. These policies fostering an education quasi-market became an ideal framework for the expansion of IB schools. Since the Diploma Programme of the International Baccalaureate (IBDP) offers a differentiated international curriculum and is perceived as a program that contributes to s…
The power of numbers and networks
International education
The Democratisation of the Education System in France After the Second World War
The structural reforms of the education system in France (1959, 1963, and 1975) were part both of a global process of democratisation of education launched after the Second World War and of a larger modernisation project in which knowledge producers (experts, scholars and consultants) played a crucial role. Instead of a national approach or a world system approach to education reforms I propose a neo-Weberian glocal perspective that focuses on kn…
Absorption of CIS Immigrants into Israeli Schools
National ideology, institutional arrangements, and immigrant community self-image should be taken into account in order to understand the way immigrant students insert themselves into their host society. We found that immigrant students from the CIS (the former Soviet Union) adopted a "semipermeable enclave" mode of integration into the Israeli education system in the 1990s. CIS immigrants' high self-esteem along with the schools' so-called "plur…
Particularistic vs. Universalistic Content in the Israeli Education System
(1999). Particularistic vs. Universalistic Content in the Israeli Education System. Curriculum Inquiry: Vol. 29, No. 4, pp. 485-511
Contesting the limits of political participation
The article addresses the significance of migrant associations and of their participatory practices as a vehicle by which migrant workers become political actors and negotiate membership in Israel. We offer a comparative analysis of black African and Latin American undocumented migrant communities to suggest the very fact that they manage to organize in autonomous associations in order to protect their interests, have the ability to mobilize supp…
Le curriculum et la formation de sujets nationaux en Israël
Le curriculum et la formation de sujets nationaux dans le système éducatif israélien Une des fonctions principales du système d’éducation est la formation de sujets nationaux attachés à leur pays, à l’État et à la nation. L’étude historique du curriculum utilisé en Israël depuis la création de l’État jusqu’à nos jours nous permet de suivre l’évolution de l’idéologie nationale qui façonne la subjectivité nationale des élèves juifs laïcs. Quatre im…
Absorption of CIS Immigrants into Israeli Schools
National ideology, institutional arrangements, and immigrant community self-image should be taken into account in order to understand the way immigrant students insert themselves into their host society. We found that immigrant students from the CIS (the former Soviet Union) adopted a "semipermeable enclave" mode of integration into the Israeli education system in the 1990s. CIS immigrants' high self-esteem along with the schools' so-called "plur…
Sites of memory’ of the Holocaust
This article attempts to understand the development of the national memory in Israel and the stress on the Holocaust as the constitutive representation of the national identity in the last decades. In the first three decades of the existence of the state, at a time Israeli society was embedded in an ‘environment of memory’ due to the presence of a big proportion of Holocaust survivors, the subject of the Holocaust was almost neglected in schools.…
Alternative identities in multicultural schools in Israel
Economic and technological processes of globalization and the increasing migrations of people in the world undermine dominant national identities. One of the main characteristics of our time is the instability of identities and the continuous invention of new/old identities. Traditions and ethnic identities are deconstructed and reconstructed. Immigrants, first, second and also third generation, participate in the dynamic of identity production. …
Discourse structuration in Israel, democratization of education and the impact of the global education network
The 1968 structural reform of the education system in Israel was part both of a global process of democratization of education launched after the Second World War and of a larger modernization project in which the social sciences played a crucial role. This dynamic was an expression of a conjunction of interests, in which political forces used research on educational matters in order to advance their socio‐political agendas, while researchers use…
The Democratisation of the Education System in France After the Second World War
The structural reforms of the education system in France (1959, 1963, and 1975) were part both of a global process of democratisation of education launched after the Second World War and of a larger modernisation project in which knowledge producers (experts, scholars and consultants) played a crucial role. Instead of a national approach or a world system approach to education reforms I propose a neo-Weberian glocal perspective that focuses on kn…
Mark Bray, Bob Adamson and Mark Mason , 2007. Comparative Education Research
Article disponible en ligne l'adresse https://shs.cairn.info/revue-education-et-societes-2009-1-page-207f?lang=fr Dcouvrir le sommaire de ce numro, suivre la revue par email, s'abonner... Scannez ce QR Code pour accder la page de ce numro sur Cairn.info.Distribution lectronique Cairn.infopour De Boeck Suprieur.Vous avez l'autorisation de reproduire cet article dans les limites des conditions d'utilisation de Cairn.infoou, le cas chant, des condit…
Multicultural Education – Good for Business but Not for the State? The Ib Curriculum and Global Capitalism
In the 1970s and the 1980s, multicultural education spread in many countries. However, in the mid-1980s the golden age of multiculturalism came to an end. Neo-conservative political forces attacked multicultural policies and progressively a neo-liberal discourse pervaded economic and social policies, also affecting national education systems. In contrast, multicultural approaches have emerged with tremendous vigour in the field of business manage…
Integration without assimilation? Ethno‐nationalism in Israel and universal laïcité in France
The adoption of multiculturalism and multiethnic views of society seems to be a convergent tendency among Western democracies where population flows are becoming increasingly heterogeneous. However, the established citizenship models and migrant groups' experiences have different impacts on the multicultural discourse in each country. This ‘integration without assimilation’ thesis has been examined comparing two countries – Israel and France – th…
The construction of a managerial education discourse and the involvement of philanthropic entrepreneurs
Similar to many other countries, an educational reform anchored in a managerial discourse was proposed in Israel in 2004 by the Dovrat Committee, encouraged by the ‘inter-state education gap’ social problem that economist Dan Ben-David formulated on the basis of international examinations, such as PISA and TIMMS. Through a neo-Weberian approach this study follows the construction of a managerial discourse from the 1970s onwards that led to the Do…
The Denationalization of Education and the Expansion of the International Baccalaureate
This study explores the expansion of international education focusing on International Baccalaureate (IB) schools in England, France, Israel, Argentina, and Chile. As a whole, conditions such as economic globalization and neoliberal education policies favor the expansion of IB schools. Certain national contexts and educational traditions encourage the adoption of IB programs, while other traditions hinder their propagation. The increase of IB sch…
International education
Sociology of international education – an emerging field of research
This article points to international education in elementary and post-elementary schools as an emerging and promising field of enquiry. It describes the state of art of this new field and sets out the nature of the research. The rapid development of international networks in recent decades; the contribution of international education policies to the expansion of international education; the growing number of international students and its implica…
The development of the International Baccalaureate in Spanish speaking countries
This paper compares the development of International Baccalaureate (IB) schools in four different settings: Argentine, Chile, Spain and Ecuador. The global comparative approach used in this study, based on actor-network theory (ANT), allows us to analyse the connections and interactions between global actors and the plurality of national, regional, municipal actors in a common conceptual frame – the IB network. The IB network includes mainly glob…
Struggling for recognition
The recognition of the DP (diploma programme) for university admission is crucial for the development of International Baccalaureate (IB) schools and the expansion of the IB network worldwide. In an era of higher education (HE) massification, accompanied by high failure and dropout rates, intense debates on access to HE are taking place in many countries. It is within this context that the IB organization struggles for the recognition of the DP f…
The power of numbers and networks
La prise en compte du contexte dans la recherche comparative et ses défis méthodologiques
La comparaison internationale, appelée comme outil constitutif de la démarche sociologique dès les écrits d’Émile Durkheim (1897, 1938) et de Max Weber (1905, 1921, 1996) mais demeurée longtemps peu mobilisée, connaît avec le processus de globalisation un développement accéléré. La multiplication des relations transnationales dans les domaines de l’économie, de la politique, du sport, du tourisme comme de l’éducation et des « professions » entrai…
All against all competition
Since the 1980s, education in Canada has been through a process that led to school choice, targeting the improvement of students’ performance through school competition. These policies fostering an education quasi-market became an ideal framework for the expansion of IB schools. Since the Diploma Programme of the International Baccalaureate (IBDP) offers a differentiated international curriculum and is perceived as a program that contributes to s…
Between ethnonational and international curricula
The use of international curricula by minority diaspora communities poses a paradox for the construction of student identities that juxtaposes ethnonational and global discourses. Positioned in the throes of the Israeli–Palestinian conflict, the Armenian School in Jerusalem utilizes a global curriculum while also attempting to sustain collective Armenian identity among its students, who study four languages. This ethnographic case study of the Ar…
Urban governance of liminal legality comparing the incorporation of migrant children in Tel-Aviv and Jerusalem
Can the International Baccalaureate (IB) make a better and more peaceful world? Illuminating limits and possibilities of the International Baccalaureate movement/programs in a time of global crises
KEYWORDS: The International BaccalaureateglobalisationneoliberalismFranchise Educationglobal ctizenshipdemocracy
Precarities of non-citizen childhoods
Increasing numbers of children worldwide grow up in liminal legality, precarious socio-legal status, semi-legality or de-facto stateless, as a result of migration. While the impact of legal precarity as fault-line of global inequality is widely recognized, research on non-citizenship of migrant children remains isolated within specific disciplines and centers mainly on the experience of the undocumented child in the global north. Yet, in a global…
German teachers' pilgrimage to an Israeli Holocaust Memorial
Drawing on anthropological conceptions of pilgrimage, our ethnography of professional development at an Israeli Holocaust Memorial follows German teachers on journeys to Israel. Seeking transformative and transferable experiences to combat anti-Semitism in schools, teachers experienced the voyage as a secular pilgrimage rooted in Christian traditions of guilt, confession, and absolution. As teachers' emotional encounters in Israel simultaneously …
Political science (23 obras) · Sociology (21 obras) · Law (18 obras) · Global Education and Multiculturalism (14 obras) · Global Educational Policies and Reforms (14 obras) · Law (10 obras) · Politics (10 obras) · Globalization (8 obras) · Pedagogy (8 obras) · Social science (8 obras)