Lance Levenson
Biographic Data
| ID | 201130 |
|---|---|
| NAME | Lance Levenson |
| GIVEN NAMES | Lance |
| FAMILY NAME | Levenson |
| SIGNATURE | LEVENSON L |
| AFFILIATIONS | Hebrew University of Jerusalem |
| ORCID | 0000-0002-6561-6936 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Avatar citizenship
This ethnographic study of Jerusalem’s Armenian School unpacks how international education shapes citizenship practices of local ethnoreligious minority youth against the background of the protracted Israeli-Palestinian conflict and institutionalized discrimination against non-Jewish minorities. Drawing on participant observation and interviews with schoolteachers and alumni, I demonstrate how the school creates spaces encouraging students to for…
WeWillWin
This focused digital ethnography explores Armenian diaspora youth mobilisation via hashtag activism concerning a homeland conflict, examining the impact of digital citizenship acts on diaspora nationalism and identity negotiation. Taking Jerusalem's Armenian School as a case study, I analyse the school's use of Facebook amid a global pandemic to coordinate youth mobilisation around the viral hashtag #WeWillWin during the Second Artsakh War betwee…
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 …
Disciples of Christ and cosmopolitanism in a city of conflict
Located in Israel’s contested city of Jaffa, The Church of Scotland’s Tabeetha School is a faith-based, colonial-international school featuring an unlikely combination of Arab-Palestinian pupils, Christian ethos, Scottish spirit, and globally oriented curriculum. Drawing on an ethnographic case study of the Scottish School, this article unpacks the value of a Christian and international education as an alternative to the segregated Israeli public…
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…
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…
WeWillWin
This focused digital ethnography explores Armenian diaspora youth mobilisation via hashtag activism concerning a homeland conflict, examining the impact of digital citizenship acts on diaspora nationalism and identity negotiation. Taking Jerusalem's Armenian School as a case study, I analyse the school's use of Facebook amid a global pandemic to coordinate youth mobilisation around the viral hashtag #WeWillWin during the Second Artsakh War betwee…
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…
Disciples of Christ and cosmopolitanism in a city of conflict
Located in Israel’s contested city of Jaffa, The Church of Scotland’s Tabeetha School is a faith-based, colonial-international school featuring an unlikely combination of Arab-Palestinian pupils, Christian ethos, Scottish spirit, and globally oriented curriculum. Drawing on an ethnographic case study of the Scottish School, this article unpacks the value of a Christian and international education as an alternative to the segregated Israeli public…
WeWillWin
This focused digital ethnography explores Armenian diaspora youth mobilisation via hashtag activism concerning a homeland conflict, examining the impact of digital citizenship acts on diaspora nationalism and identity negotiation. Taking Jerusalem's Armenian School as a case study, I analyse the school's use of Facebook amid a global pandemic to coordinate youth mobilisation around the viral hashtag #WeWillWin during the Second Artsakh War betwee…
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 …
Avatar citizenship
This ethnographic study of Jerusalem’s Armenian School unpacks how international education shapes citizenship practices of local ethnoreligious minority youth against the background of the protracted Israeli-Palestinian conflict and institutionalized discrimination against non-Jewish minorities. Drawing on participant observation and interviews with schoolteachers and alumni, I demonstrate how the school creates spaces encouraging students to for…
Gender Studies (4 works) · Law (4 works) · Political science (4 works) · Sociology (4 works) · Armenian (3 works) · Gender Studies (3 works) · History (3 works) · Law (3 works) · Aesthetics (2 works) · Anthropology (2 works)