International Baccalaureate as a litmus test revealing conflicting values and power relations in the Israeli education system

Yemini, Miri; Dvir, Yuval

doi:10.1080/01596306.2015.1023700

Cited by 24 publications

(13 citation statements)

References 35 publications

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“…We developed inductive codes based on our initial thematic summaries and deductive codes drawn from the literature. Here also we were able to compare the findings with teachers' views (Goren & Yemini, 2016;Yemini & Dvir, 2016). Using matrices and analytic memos, we conducted crosscase analysis to identify emerging themes across data sources (as per Miles & Huberman, 1994).…”

Section: Methodsmentioning

confidence: 99%

Students’ perceptions of global citizenship at a local and an international school in Israel

Yemini

Furstenburg

2018

Cambridge Journal of Education

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This article reports on a comparative study revealing students' perceptions and conceptualizations of global citizenship in two different educational settings in Israel, a country facing long lasting violent conflict between Jewish Israelis and Palestinians. Jewish Israeli students attending a public Israeli school and students at an international school located in Israel catering to a Jewish, Palestinian, and international clientele participated in this explorative qualitative study, which involved in-depth interviews and focus groups with students from both a local and an international school. Four major themes emerged through our analysis: (1) inclusion and exclusion criteria for the term 'global citizen'; (2) the tensions between the different dimensions of global citizenship; (3) schools' agency in educating towards global citizenship; and (4) the role of global citizenship in conflict resolution. The main contribution of this study lies in its comparative perspective that enables us to discern the different impacts of the Israeli context on the perceptions of global citizenship in different types of schools.

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Section: Methodsmentioning

confidence: 99%

Students’ perceptions of global citizenship at a local and an international school in Israel

Yemini

Furstenburg

2018

Cambridge Journal of Education

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“…With a mission "to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect," the IB organization's focus had been transformed over the years from a previously largely perceived elite, private, international solution for mobile professionals to a form of provision that seeks to provide a valid alternative to national education systems worldwide (Yemini and Dvir 2016). The IB organization continues to hold a dual, some claim, contested role of providing rigorous academic curricula together with idealistic elements of peace promotion and the facilitation of mutual understanding (Tarc 2009).…”

Section: International Baccalaureate (Ib)mentioning

confidence: 99%

Discourses of Global Citizenship Education: The Influence of the Global Middle Classes

Maxwell¹,

Yemini²

2020

The Palgrave Handbook of Citizenship and Education

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This chapter examines the intersections between a growing "global middle class," their emplacement within national education systems, and subsequent changes within provision of education due to the emergence of this new prominent social group. We begin with an analysis of the discourses that call forth notions of global citizenship and global citizenship educationconcepts often associated with both the experiences and needs of the global middle classes. We then examine how the growing presence of global middle-class students and their families across educational contexts may be shaping the provision of education and potentially altering its intended purposes in some cases. This argument is illustrated by a M. Yemini (*)

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“…With a mission "to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect", the IB organization's focus had been transformed over the years from a previously largely-perceived elite, private, international solution for mobile professionals to a form of provision that seeks to provide a valid alternative to national education systems worldwide (Yemini & Dvir, 2016). The IB organization continues to hold a dual, some claim, contested role of providing rigorous academic curricula together with idealistic elements of peace promotion and the facilitation of mutual understanding (Tarc, 2009).…”

Section: International Baccalaureate (Ib)mentioning

confidence: 99%

“…However, the relatively recent expansion of the IB beyond its provision in international or elite schools, has demonstrated its attraction as a credential to middle class parents more broadly, looking to secure global competitive advantages for their children (Yemini & Dvir, 2016). Its perceived high status, international branding, securing of a high proficiency in English and additional languages, and the established links between this credential and securing admission to elite higher education institutions therefore enthuses a broader range of parents to consider IB schools or IB tracks in local schools.…”

Section: International Baccalaureate (Ib)mentioning

confidence: 99%

Discourses of Global Citizenship Education: The Influence of the Global Middle Classes

Yemini¹,

Maxwell²

2018

The Palgrave Handbook of Citizenship and Education

Self Cite

View full text Add to dashboard Cite

This chapter examines the intersections between a growing 'global middle class', their emplacement within national education systems and subsequent changes within provision of education due to the emergence of this new prominent social group. We begin with an analysis of the discourses that call forth notions of global citizenship and global citizenship education-concepts often associated with both the experiences and needs of the global middle classes. We then examine how the growing presence of global middle class students and their families across educational contexts may be shaping the provision of education and potentially altering its intended purposes in some cases. This argument is illustrated by a discussion focusing on the increasing prominence of International Baccalaureate programs worldwide, the integration of cosmopolitan values in local curricula, and a consideration of how mobilities reshape the imaginaries of future destinations.

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International Baccalaureate as a litmus test revealing conflicting values and power relations in the Israeli education system

Cited by 24 publications

References 35 publications

Students’ perceptions of global citizenship at a local and an international school in Israel

Students’ perceptions of global citizenship at a local and an international school in Israel

Discourses of Global Citizenship Education: The Influence of the Global Middle Classes

Discourses of Global Citizenship Education: The Influence of the Global Middle Classes

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