Yuval Dvir
Dados Biográficos
| ID | 762409 |
|---|---|
| NOME | Yuval Dvir |
| PRENOMES | Yuval |
| SOBRENOME | Dvir |
| ASSINATURA | DVIR Y |
| AFILIAÇÕES | Tel Aviv University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 21 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2018 |
| ÍNDICE H | 3 |
What kind of citizenship for whom? The ‘refugee crisis’ and the European Union’s conceptions of citizenship
The European Union (EU) plays a dominant role in coordinating the responses to the massive inflow of refugee-migrants into Europe; consequently, the conceptions of citizenship and future integration which are embedded in its policies are significant. We explore and analyse the key EU education policy documents that refer to immigrants to identify the forms of citizenship attributed to various types of incomers by the EU. Our analysis demonstrates…
Three faces of global citizenship education
This study examines the construction and meaning of International Baccalaureate (IB) schools as manifested by schools in four locations: Chicago, the Netherlands, Hong Kong, and the United Arab Emirates. Through analysis of schools’ websites, we identify three major approaches towards constructing the schools’ image: globally acknowledged quality, moral global citizenship, and neoliberal global citizenship. We show how these approaches are employ…
International education as a novel entity in a public education system
This study traces the founding process of Eastern Mediterranean International School (EMIS) by analysing the motivations and interests of different stakeholders involved in the establishment process. In this novel initiative students from Palestine, Israel, and other countries study within the Israeli public school system towards an International Baccalaureate (IB) diploma. Drawing on semi-structured interviews with founders, educators, Ministry …
Mobility as a continuum
This study explores the rationale and aims of European Commission (EC) mobility programmes for schools and higher education systems, namely the Comenius and the European Action Scheme for the Mobility of University Students (ERASMUS) funding schemes. Our findings indicate that the aims, rationales and means of mobility programmes for the school and higher education levels are nearly identical in terms of formal policies and prescriptions. Moreove…
International Baccalaureate as a litmus test revealing conflicting values and power relations in the Israeli education system
This study comprises a comprehensive attempt to reveal the power relations and conflicting interests within the local–global nexus of the Israeli public education system. The perceptions of different stakeholders were explored, in regard to the implementation of the International Baccalaureate Diploma Program as an example of a globally oriented curriculum. Vignette scenarios and mixed methods were utilized in order to survey various stakeholders…
International education as a novel entity in a public education system
This study traces the founding process of Eastern Mediterranean International School (EMIS) by analysing the motivations and interests of different stakeholders involved in the establishment process. In this novel initiative students from Palestine, Israel, and other countries study within the Israeli public school system towards an International Baccalaureate (IB) diploma. Drawing on semi-structured interviews with founders, educators, Ministry …
Mobility as a continuum
This study explores the rationale and aims of European Commission (EC) mobility programmes for schools and higher education systems, namely the Comenius and the European Action Scheme for the Mobility of University Students (ERASMUS) funding schemes. Our findings indicate that the aims, rationales and means of mobility programmes for the school and higher education levels are nearly identical in terms of formal policies and prescriptions. Moreove…
Three faces of global citizenship education
This study examines the construction and meaning of International Baccalaureate (IB) schools as manifested by schools in four locations: Chicago, the Netherlands, Hong Kong, and the United Arab Emirates. Through analysis of schools’ websites, we identify three major approaches towards constructing the schools’ image: globally acknowledged quality, moral global citizenship, and neoliberal global citizenship. We show how these approaches are employ…
International Baccalaureate as a litmus test revealing conflicting values and power relations in the Israeli education system
This study comprises a comprehensive attempt to reveal the power relations and conflicting interests within the local–global nexus of the Israeli public education system. The perceptions of different stakeholders were explored, in regard to the implementation of the International Baccalaureate Diploma Program as an example of a globally oriented curriculum. Vignette scenarios and mixed methods were utilized in order to survey various stakeholders…
International Baccalaureate as a litmus test revealing conflicting values and power relations in the Israeli education system
This study comprises a comprehensive attempt to reveal the power relations and conflicting interests within the local–global nexus of the Israeli public education system. The perceptions of different stakeholders were explored, in regard to the implementation of the International Baccalaureate Diploma Program as an example of a globally oriented curriculum. Vignette scenarios and mixed methods were utilized in order to survey various stakeholders…
International education as a novel entity in a public education system
This study traces the founding process of Eastern Mediterranean International School (EMIS) by analysing the motivations and interests of different stakeholders involved in the establishment process. In this novel initiative students from Palestine, Israel, and other countries study within the Israeli public school system towards an International Baccalaureate (IB) diploma. Drawing on semi-structured interviews with founders, educators, Ministry …
Mobility as a continuum
This study explores the rationale and aims of European Commission (EC) mobility programmes for schools and higher education systems, namely the Comenius and the European Action Scheme for the Mobility of University Students (ERASMUS) funding schemes. Our findings indicate that the aims, rationales and means of mobility programmes for the school and higher education levels are nearly identical in terms of formal policies and prescriptions. Moreove…
What kind of citizenship for whom? The ‘refugee crisis’ and the European Union’s conceptions of citizenship
The European Union (EU) plays a dominant role in coordinating the responses to the massive inflow of refugee-migrants into Europe; consequently, the conceptions of citizenship and future integration which are embedded in its policies are significant. We explore and analyse the key EU education policy documents that refer to immigrants to identify the forms of citizenship attributed to various types of incomers by the EU. Our analysis demonstrates…
Three faces of global citizenship education
This study examines the construction and meaning of International Baccalaureate (IB) schools as manifested by schools in four locations: Chicago, the Netherlands, Hong Kong, and the United Arab Emirates. Through analysis of schools’ websites, we identify three major approaches towards constructing the schools’ image: globally acknowledged quality, moral global citizenship, and neoliberal global citizenship. We show how these approaches are employ…
Political science (5 obras) · Sociology (5 obras) · Global Education and Multiculturalism (4 obras) · Global Educational Policies and Reforms (3 obras) · Law (3 obras) · Pedagogy (3 obras) · Politics (3 obras) · Citizenship (2 obras) · Educator Training and Historical Pedagogy (2 obras) · European union (2 obras)