Marking the Boundaries of the Enclave: Defining the Israeli Collective Through the Poland 'Experience'

Feldman, Jackie

doi:10.1353/is.2002.0014

Cited by 17 publications

(13 citation statements)

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“…ReferencestocollectivememoryoftheHolocaustrevealacomplexpicture.Thememoryof theHolocaustisdefinitelybroughtupasasourceofauthorityandconsensusbutitsimplications varygreatly.SomeJewishdiscussantsreferredtotheHolocaustforself-justificatoryends,to accountfortheestablishmentofaJewishstateoradvocateforthemaintenanceofitscurrent Jewishcharacter.Others,however,summonedthememoryoftheHolocaustasahumanrights 'lesson'anduseditforself-criticalmoraldeliberationabouttheirnation'sroleinthecurrent conflict. This finding seems to contradict critical studies of Holocaust education (Feldman, 2002). The fact that Arab discussants both acknowledged the Jewish collective trauma and used it to demand more humane treatment of their own group demonstrates the flexibility of learners' application of the 'useful past'.…”

Section: Discussionmentioning

confidence: 88%

“…Learnersareexposedtosocialrepresentationsofhistorythroughformalschoolingbutalso throughvariousothertrajectories.Fieldtripsandvisitstomemorialsites,whichserveas'realms ofmemory',echocollectivenarratives (Nora,1998). Feldman(2002)showedhowHolocaust memorialjourneysformanexperientialmergingwiththepastandmouldattitudestowardsthe surroundingworldinthepresent.Popularcultureandmediaalsoframelearners'understanding ofthepast,attimesinwaysthataremoreinfluentialthanformalhistoryteaching (Porat,2004;Wineburget al,2001).Individualsmergefamilystoriesandreligiousandcommunitynarratives intotheirnotionsofcontinuityandchange (Epstein,1998;RosenzweigandThelen,1998).…”

Section: From Not Knowing To Using the Pastmentioning

confidence: 99%

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The useful past in negotiation: Adolescents' use of history in negotiation of inter-group conflict

Goldberg¹

2017

London Review of Education

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Much of the concern with young people's historical knowledge centres on factual attainment or disciplinary skills. However, relatively little attention is paid to the relevance that young people attribute to history and how they use the past, and various social representations of history, to relate to the present. Research in this realm tends to emphasize the impact of collective memory narratives on individuals, rather than individuals' agency in using them. In this article, I will examine the ways 155 Jewish and Arab Israeli adolescents related the past to the present as they discussed the Jewish–Arab conflict and its resolution. Discussants made diverse references to the past: from family history, via biblical allusions and collective memories, to formal, schooling-based historical documents. Individuals used these references to the past to negotiate the present and future of inter-group relations. Furthermore, they made strategic use of references to others' narratives. Thus historical knowledge and collective narratives, which are usually perceived as constraining and structuring learners' perceptions, can be seen as repositories of resources and affordances.

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Section: Discussionmentioning

confidence: 88%

Section: From Not Knowing To Using the Pastmentioning

confidence: 99%

The useful past in negotiation: Adolescents' use of history in negotiation of inter-group conflict

Goldberg¹

2017

London Review of Education

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“…The queries of Christian pilgrims and the motivations they expressed for their voyages provided me with many of the pertinent questions that have directed me throughout my academic research on a variety of topics (cf. Feldman 2002Feldman , 2006. Guiding pilgrims, although physically and emotionally exhausting, afforded me incomparable moments, during which the emotional and spiritual charge jumped the synapses of conflicting faiths and histories, making the potentials of unmediated communitas, if not the numinous, actual.…”

Section: The Power and Fragility Of Guiding Performances-a Reflectionmentioning

confidence: 99%

Constructing a shared Bible Land: Jewish Israeli guiding performances for Protestant pilgrims

Feldman¹

2007

American Ethnologist

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During biblical tours, Jewish Israeli guides and Protestant pastors become coproducers of a mutually satisfying performance that transforms the often‐contested terrain of Israel–Palestine into Bible Land. Guides' emplaced performances of the Bible grant a significance to visitors' movement that constitutes the visitors as pilgrims. The professional authority of the guide is increased by his or her position as “reluctant witness” to scriptural truth and facilitated by historically transmitted practices of viewing, classifying history, and orientalizing shared by Protestants and Zionists. By examining guiding performances of orientation to biblical sites, I demonstrate how Zionist and Protestant understandings become naturalized while marginalizing Palestinian Arabs.

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“…Jewish Israeli young adults have been the topic of prior research studies, albeit mostly from cohorts born before the years under discussion in this article. Published research has centered on the place of the Holocaust in young adult lives (e.g., Bar-On, 1995; Chaitin, 2004; Feldman, 2002), the connection between military service and issues such as the Arab/Palestinian/Israeli conflict and gender identities (e.g., Helman, 1999; Linn, 1986, 1996; Lomsky-Feder, 2004; Lomsky-Feder & Ben-Ari, 1999; Sasson-Levy, 2003); the impact of the assassination of Yitzchak Rabin on young people (Shapira, 2000), and the place of the Sabra identity in the construction of Jewish Israeli identity (Almog, 2000; Moore & Bar-On, 1996). In the section below on the concept of identity, I will take a closer look at the concept of the Sabra and its connection to the development of Jewish Israeli identity.…”

Section: Academic and Personal Reasons For Choice Of Cohort—jewish Ismentioning

confidence: 99%

My Story, My Life, My Identity

Chaitin

2004

International Journal of Qualitative Methods

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In this article, the author looks at the use of the methods of life stories or biographical interviewing in research on personal and social identity. She presents the rationale behind the use of the method and its basic procedures and then moves on to a discussion of the concept of identity. To demonstrate the relevance of this method for the study of identity construction, she presents examples from three life story interviews with Jewish Israeli young adults, all born in the mid 1970s. The article ends with a discussion of the implications of using life stories for understanding an individual's sense of identity.

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Marking the Boundaries of the Enclave: Defining the Israeli Collective Through the Poland 'Experience'

Cited by 17 publications

References 0 publications

The useful past in negotiation: Adolescents' use of history in negotiation of inter-group conflict

The useful past in negotiation: Adolescents' use of history in negotiation of inter-group conflict

Constructing a shared Bible Land: Jewish Israeli guiding performances for Protestant pilgrims

My Story, My Life, My Identity

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