Hadar Netz
Biographic Data
| ID | 756552 |
|---|---|
| NAME | Hadar Netz |
| GIVEN NAMES | Hadar |
| FAMILY NAME | Netz |
| SIGNATURE | NETZ H |
| AFFILIATIONS | Tel Aviv University |
| ORCID | 0000-0002-9315-5911 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 27 |
| WORKS AS AUTHOR | 20 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Unexpected cultural echoes
This study examines gender representation in Hebrew- and Arabic-language picture books distributed by Israel’s two national programs: Sifriyat Pijama (PJ) and Maktabat Al-Fanoos (AF). Although bias in children’s literature is well documented, cross-community comparisons within a country are rare. We analyzed 433 books (PJ = 263; AF = 170), coding the gender of titular and central characters and distinguishing human vs. animal and adult vs. child …
Laughter and classroom boundaries
While once forbidden in classrooms, laughter is increasingly encouraged as contributing to a positive learning environment. However, analyses of laughter in conversation show that laughter performs multiple social functions, some of which are not necessarily positive. Applying this lens, this study investigates the interactional functions of laughter in Israeli upper-primary classrooms. Using micro-ethnographic, multimodal methods, we analyzed 2…
Small Stories, Big Impact
This narrative study explores the lived experiences of LGBTQ+ teachers in Israeli schools, focusing on the silenced voices within this underrepresented community. By examining "small stories," it highlights how these teachers construct their identities and navigate challenges in a heteronormative and cisnormative context. The study broadens the scope of existing research, including not only gay and lesbian teachers but also transgender individual…
Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions
Dialogic pedagogy aims to bring multiple voices and perspectives into conversation, to create a classroom environment inclusive of multiple student identities, and to challenge hegemonic approaches to knowledge. As such, it seems particularly well‐suited for interrogating gender binaries and enhancing gender equity. Through micro‐ethnographic discourse analysis of video‐recorded literacy lessons, this study examines how traditional gender categor…
Challenging Folk-Linguistics
With the increasing use of mobile phones among young people, there is growing public concern about possible detrimental effects of digital writing on learners’ literacy and language skills. We ask whether and to what extent nonstandard forms typical of spoken Hebrew and of digital communication are also found in the formal writing of high-school students. To this end, we compare between two corpora of Modern Hebrew: a naturalistic corpus of 7,120…
Taking, begging, or waiting for the floor
This paper presents an ethnographic study analyzing the influence of students’ social backgrounds on students’ entitlement and agency in relation to floor rights. Classroom interactions were video-recorded, and interviews were conducted in a socially diverse fifth-grade in Israel. Descriptive statistics and micro-analyses of participation patterns reveal a discursive mechanism whereby students from more privileged backgrounds, endowed with higher…
You son of a perverse rebellious woman
The current study investigates the discursive strategies used by Jewish Israeli women when telling stories of self-empowerment involving interpersonal tension with authority figures. Our corpus is based on in-depth interviews with thirty women aged fifty to ninety-three from the southern city of Beer Sheva, Israel. We identified forty-two narratives manifesting interpersonal tension, mostly with authority figures. Drawing on the theoretical frame…
Translanguaging in a Context of Colonized Education
Previous studies of translanguaging in educational contexts indicate that translanguaging practices have the potential to generate a decolonial, emancipatory process for language-minoritized students. However, these insights are mainly based on studies of minoritized learners of English as a second language. Drawing on a one-year ethnographic study conducted in six Palestinian schools in Northern Israel, the present study investigated the effects…
Narratives in the classroom
The case of the non-missing “no”
Entanglement and feminist agency in picture books
How are gender ideologies encoded in children’s picture books recommended as non-sexist? Previous research indicates that fully reversing gender roles and creating a gender-egalitarian universe of discourse might be an unrealistic authorial endeavour. In the current study, we examine a different kind of enterprise. Having identified a group of picture books to investigate, which we define as anti-sexist (rather than non-sexist), we apply the voca…
Discourse and metadiscourse of Hebrew SOV in the heated parliamentary arena
Input-providing vs. output-pushing corrective feedback in dyadic tutoring sessions
Tag-naxon? (Tag-Right?) in instructional talk
A cross-cultural analysis of disagreements in classroom discourse
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, expl…
Disagreement patterns in gifted classes
Word order and discourse functions in spoken Hebrew
In this article we discuss the discourse functions of the alternative linearizations of Spoken Hebrew sentences, as reflected in the possessive sentence pattern. We begin by presenting the available variants of possessive sentences in Hebrew. Next, we address the issue of markedness in our discussion of the discourse functions of the different word orders. The discourse functions demonstrated are contrast, parallelism, side-sequencing, emotive an…
A recipient-based study of the discourse functions of marked topic constructions
Empirical support for the principle of the separation of reference and role
Three marked theme constructions in spoken English
Disagreement patterns in gifted classes
Three marked theme constructions in spoken English
You son of a perverse rebellious woman
The current study investigates the discursive strategies used by Jewish Israeli women when telling stories of self-empowerment involving interpersonal tension with authority figures. Our corpus is based on in-depth interviews with thirty women aged fifty to ninety-three from the southern city of Beer Sheva, Israel. We identified forty-two narratives manifesting interpersonal tension, mostly with authority figures. Drawing on the theoretical frame…
Entanglement and feminist agency in picture books
How are gender ideologies encoded in children’s picture books recommended as non-sexist? Previous research indicates that fully reversing gender roles and creating a gender-egalitarian universe of discourse might be an unrealistic authorial endeavour. In the current study, we examine a different kind of enterprise. Having identified a group of picture books to investigate, which we define as anti-sexist (rather than non-sexist), we apply the voca…
Taking, begging, or waiting for the floor
This paper presents an ethnographic study analyzing the influence of students’ social backgrounds on students’ entitlement and agency in relation to floor rights. Classroom interactions were video-recorded, and interviews were conducted in a socially diverse fifth-grade in Israel. Descriptive statistics and micro-analyses of participation patterns reveal a discursive mechanism whereby students from more privileged backgrounds, endowed with higher…
A cross-cultural analysis of disagreements in classroom discourse
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, expl…
Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions
Dialogic pedagogy aims to bring multiple voices and perspectives into conversation, to create a classroom environment inclusive of multiple student identities, and to challenge hegemonic approaches to knowledge. As such, it seems particularly well‐suited for interrogating gender binaries and enhancing gender equity. Through micro‐ethnographic discourse analysis of video‐recorded literacy lessons, this study examines how traditional gender categor…
Input-providing vs. output-pushing corrective feedback in dyadic tutoring sessions
Tag-naxon? (Tag-Right?) in instructional talk
A recipient-based study of the discourse functions of marked topic constructions
Empirical support for the principle of the separation of reference and role
Three marked theme constructions in spoken English
Empirical support for the principle of the separation of reference and role
Word order and discourse functions in spoken Hebrew
In this article we discuss the discourse functions of the alternative linearizations of Spoken Hebrew sentences, as reflected in the possessive sentence pattern. We begin by presenting the available variants of possessive sentences in Hebrew. Next, we address the issue of markedness in our discussion of the discourse functions of the different word orders. The discourse functions demonstrated are contrast, parallelism, side-sequencing, emotive an…
A recipient-based study of the discourse functions of marked topic constructions
Disagreement patterns in gifted classes
A cross-cultural analysis of disagreements in classroom discourse
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, expl…
Tag-naxon? (Tag-Right?) in instructional talk
Discourse and metadiscourse of Hebrew SOV in the heated parliamentary arena
Input-providing vs. output-pushing corrective feedback in dyadic tutoring sessions
The case of the non-missing “no”
Entanglement and feminist agency in picture books
How are gender ideologies encoded in children’s picture books recommended as non-sexist? Previous research indicates that fully reversing gender roles and creating a gender-egalitarian universe of discourse might be an unrealistic authorial endeavour. In the current study, we examine a different kind of enterprise. Having identified a group of picture books to investigate, which we define as anti-sexist (rather than non-sexist), we apply the voca…
Narratives in the classroom
Translanguaging in a Context of Colonized Education
Previous studies of translanguaging in educational contexts indicate that translanguaging practices have the potential to generate a decolonial, emancipatory process for language-minoritized students. However, these insights are mainly based on studies of minoritized learners of English as a second language. Drawing on a one-year ethnographic study conducted in six Palestinian schools in Northern Israel, the present study investigated the effects…
Challenging Folk-Linguistics
With the increasing use of mobile phones among young people, there is growing public concern about possible detrimental effects of digital writing on learners’ literacy and language skills. We ask whether and to what extent nonstandard forms typical of spoken Hebrew and of digital communication are also found in the formal writing of high-school students. To this end, we compare between two corpora of Modern Hebrew: a naturalistic corpus of 7,120…
Taking, begging, or waiting for the floor
This paper presents an ethnographic study analyzing the influence of students’ social backgrounds on students’ entitlement and agency in relation to floor rights. Classroom interactions were video-recorded, and interviews were conducted in a socially diverse fifth-grade in Israel. Descriptive statistics and micro-analyses of participation patterns reveal a discursive mechanism whereby students from more privileged backgrounds, endowed with higher…
You son of a perverse rebellious woman
The current study investigates the discursive strategies used by Jewish Israeli women when telling stories of self-empowerment involving interpersonal tension with authority figures. Our corpus is based on in-depth interviews with thirty women aged fifty to ninety-three from the southern city of Beer Sheva, Israel. We identified forty-two narratives manifesting interpersonal tension, mostly with authority figures. Drawing on the theoretical frame…
Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions
Dialogic pedagogy aims to bring multiple voices and perspectives into conversation, to create a classroom environment inclusive of multiple student identities, and to challenge hegemonic approaches to knowledge. As such, it seems particularly well‐suited for interrogating gender binaries and enhancing gender equity. Through micro‐ethnographic discourse analysis of video‐recorded literacy lessons, this study examines how traditional gender categor…
Laughter and classroom boundaries
While once forbidden in classrooms, laughter is increasingly encouraged as contributing to a positive learning environment. However, analyses of laughter in conversation show that laughter performs multiple social functions, some of which are not necessarily positive. Applying this lens, this study investigates the interactional functions of laughter in Israeli upper-primary classrooms. Using micro-ethnographic, multimodal methods, we analyzed 2…
Small Stories, Big Impact
This narrative study explores the lived experiences of LGBTQ+ teachers in Israeli schools, focusing on the silenced voices within this underrepresented community. By examining "small stories," it highlights how these teachers construct their identities and navigate challenges in a heteronormative and cisnormative context. The study broadens the scope of existing research, including not only gay and lesbian teachers but also transgender individual…
Unexpected cultural echoes
This study examines gender representation in Hebrew- and Arabic-language picture books distributed by Israel’s two national programs: Sifriyat Pijama (PJ) and Maktabat Al-Fanoos (AF). Although bias in children’s literature is well documented, cross-community comparisons within a country are rare. We analyzed 433 books (PJ = 263; AF = 170), coding the gender of titular and central characters and distinguishing human vs. animal and adult vs. child …
Psychology (14 works) · Sociology (14 works) · Language, Discourse, Communication Strategies (9 works) · Linguistics (8 works) · Pedagogy (8 works) · Political science (8 works) · Computer Science (7 works) · Language, Metaphor, and Cognition (6 works) · Multilingual Education and Policy (6 works) · Philosophy (6 works)