Storying curriculum making in a collaborative research and teaching landscape

Mansur, Ruth; Tuval, Smadar; Barak, Judith Misrahi; Turniansky, Bobbie; Gidron, Ariela; Weinberger, Talia

doi:10.1108/s1479-3687(2011)00000130008

Cited by 6 publications

(1 citation statement)

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“…The conflictual reality reflected in this work is complex and includes diverse manifestations. Conflicting narratives and individual aspirations create a neverending journey that demands navigating among desires and tensions which can lead to participants becoming entrenched in their own worlds and thereby becoming a barrier to dialogue and change (Dooner et al 2008;Kemp 2013;Mansur et al 2011;Taylor et al 2014). This work explores the potential of rhizomatic self-study to expose the various spheres of our lived conflicts.…”

Section: Part 4: Discussionmentioning

confidence: 99%

Rhizomatic Self-Study

Barak

Tuval

Turniansky

2019

Springer International Handbooks of Education

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In this chapter, we discuss the meaning of rhizomatic self-study and explore its potential in promoting social conscience and coping with challenges of social justice. Adopting the Deleuzo-Guattarian rhizomatic conceptualization, we inquire into the dynamics of conflictual and contradictory environment. Through these lenses we view the multiplicity of rhizomatic connections beyond the major binary oppositions such as Jews and Arabs and become attuned to the minor voices that are not part of our daily discourse but influence the ways we experience our reality. The study is based on personal stories, stemming from our experience as Israeli teacher educators teaching in an environment rife with overt and covert conflicts. It brings up our unheard/heard voices and opens a window for understanding this multidimensional and unpredictable environment. Through this study, we expose the effect of minor voices in revealing the hidden

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Section: Part 4: Discussionmentioning

confidence: 99%