One source of potential failure in fostering reforms in education is educators’ captivity between an educational manifesto—a conscious ideology or theory, which aims to guide educational practice—and dominant cultural resources that may prevent the actualization of the manifesto. The aim of this paper is to raise educators’ awareness of this issue and to illustrate, through the qualitative analysis of an educational activity, the dynamics in which an educational manifesto is imprisoned by cultural resources.
Get full access to this article
View all access options for this article.
References
1.
BakhtinM. M. (1981). The dialogic imagination: Four essays by M. M. Bakhtin. (C. Emerson M. Holquist, Trans.). Austin: University of Texas Press.
2.
BatesonG. (1979). Mind and nature: A necessary unity.New York: Bantam Books.
3.
BekermanZ. (1997). Constructivist perspectives on language, identity and culture: Implications for Jewish identity and the education of Jews.Paper presented at the Conference on Jewish Identity, Culture and Language: Present and Future, The Kelman Center for Jewish Education, Tel Aviv University.
4.
BrunerJ. (1987). Life as narrative. Social Issues, 54, 11–32.
5.
BrunerJ. (1996). The culture of education.Cambridge, MA: Harvard University Press.
6.
ColeM. (1996). Cultural psychology: A once and future discipline.Cambridge: Belknap Press of Harvard University Press.
7.
DescartesR. (1911a). Meditations on first philosophy. In HaldaneE. S., & RossG. R. T. (Eds.), The philosophical work of Descartes, Vol. 1. Cambridge: Cambridge University Press.
8.
DescartesR. (1911b). Rules for direction of the mind. In HaldaneE. S., & RossG. R. T. (Eds.), The philosophical works of Descartes, Vol. 1. Cambridge: Cambridge University Press.
9.
DeshenS. (1982). Israel: Searching for identity. In CaldanolaC. (Ed.), Religions and societies: Asia and the Middle East (pp. 85–118). New York: Monton Publishers.
10.
EganK. (1996). Narrative and learning: A voyage of implications. In McEwanH., & EganK. (Eds.), Narrative in teaching, learning, and research.New York: Teachers College Press.
11.
FeueruergerG. (1998). Neve Shalom/Wahat Al-Salam: A Jewish-Arab school for peace. Teachers College Record, 99, 692–730.
12.
Fisher-RosenthalW. (1996). From identity to biography. In KashtiY., ErosF., ShersD., & ZisenwineD. (Eds.), A quest for identity; Post war Jewish biographies.Tel Aviv: School of Education Tel Aviv University.
13.
GiddensA. (1991). Modernity and self identity.Stanford, CA: Stanford University Press.
14.
HarreR., & GillettG. (1994). The discursive mind.London: Sage.
15.
KincheloeJ. L., & SteinbergS. R. (1993). A tentative description of post-formal thinking: The critical confrontation with cognitive theory. Harvard Educational Review, 63, 296–320.
16.
McDermottR., & VarenneH. (1995). Culture as disability. Anthropology and Education Quarterly, 26, 324–348.
17.
NeumanY. (in press). Can the Baron von Munchhausen phenomenon be solved? An activity oriented solution to the learning paradox. Mind, Culture, and Activity.
18.
NeumanY., & BerkermanZ. (1999). Organic versus symbolic pedagogy: Against the commercialization of knowledge. Education and Society, 17, 53–61.
19.
NeumanY., & BerkermanZ. (2000). Where a blind man ends: Five comments on context, artifacts and the boundaries of the mind. Systems Research and Behavioral Science, 17, 315–319.
20.
SchwabJ. (1978). Science, curriculum, and liberal education. Selected essays.Chicago: The University of Chicago Press.
21.
SchwandtT. A. (1994). Constructivist, interpretivist approaches to human inquiry. In DezdinN. K., & LincolnY. S. (Eds.), Handbook of qualitative research (pp. 118–137). Thousand Oaks, California: Sage.
22.
VygotskyL. S. (1978). Mind in society.Cambridge, MA: Harvard University Press.
