Skip to main content
SpringerLink
Log in

Between Solidarity and Openness: Self-Censorship in Education

  • Chapter
  • First Online:
Self-Censorship in Contexts of Conflict

Part of the book series: Peace Psychology Book Series ((PPBS))

Abstract

Self-censorship in education has rarely been studied and is rather difficult to identify. Nevertheless, exploring this topic may contribute to a better understanding of educational processes, particularly in societies involved in intractable conflict, serving as one of the mechanisms that significantly influence the maintenance of conflict-supportive narratives. We suggest that actors in the educational arena find themselves in this context in one of three roles: narrative-adherers, myth-breakers, or self-censors. The current chapter focuses on the choice of educational gatekeepers such as policymakers, textbook authors, and teachers to intentionally and voluntarily avoid teaching factual truths that are not consistent with the national conflict-supportive narratives. It describes various modes of self-censorship in education, and identifies several motivations to self-censor at both the collective and individual levels, giving examples from conflict-ridden societies throughout the world. In addition, it points to the educational and psycho-sociological implications of preventing contradictory information from students, especially in the context of intractable conflict. Between the lines, the chapter considers the dilemma that educators face as to whether to engage in preparing students for enduring the conflict and its current challenges, or rather to prepare and mobilize them for the possibility of peacemaking in the future.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

Notes

  1. 1.

    Intractable conflicts are defined as those that are protracted—lasting at least a generation, violent, and seemingly irreconcilable by the involved parties. Furthermore, these conflicts are perceived as being a zero-sum game, extract extensive material and psychological resources, are total—fought over conflict sides’ most essential goals, and are central to individuals’ daily life and in public discourse (Bar-Tal, 1998, 2013a; Kriesberg, 1993, 2005).

  2. 2.

    It is important to note in this regard that in intractable conflicts , which involve two parties, changes in the socio-psychological repertoire of society members on each side do not always correspond. Thus, as the Cypriot case demonstrates, changes in educational content, reflecting social and political developments, may take place only in one side to the conflict. The majority of Greek Cypriots history textbooks continue in fact to maintain a national-ethnocentric model in representing the history of the conflict, which can be attributed to, among other reasons, rigid adherence to prevailing societal beliefs of ethos of conflict. Indeed, in 2004 Greek Cypriots rejected, by a large majority, the UN unification plan for the island (Papadakis, 2008).

References

  • Aasen, P., Prøitz, T. S., & Sandberg, N. (2014). Knowledge regimes and contradictions in education reforms. Educational Policy, 28(5), 718–738.

    Article  Google Scholar 

  • Abrams, D., & Hogg, M. (1990). Social identification, self-categorization and social influence. European Review of Social Psychology, 1, 195–228.

    Article  Google Scholar 

  • Adwan, S., Bar-Tal, D., & Wexler, B. E. (2016). Portrayal of the other in Palestinian and Israeli schoolbooks: A comparative study. Political Psychology, 37(2), 201–217.

    Article  Google Scholar 

  • Al-Haj, M. (2005). National ethos, multicultural education, and the new history textbooks in Israel. Curriculum Inquiry, 35(1), 47–71.

    Article  Google Scholar 

  • Aloni, N., Yogev, E., Michaeli, N., & Nave, E. (2011). Before it’s too late …On promoting political education for democratic citizenship in light of increasing nationalistic and racist trends. Institute of Advanced Education, Kibbutzim College of Education Tel Aviv (in Hebrew).

    Google Scholar 

  • Altbach, G. P. (1987). Textbooks in comparative context. In R. M. Thomas & V. N. Kobayashi (Eds.), Educational technology: Its creation, development and cross-cultural transfer. Oxford: Pergamon Press.

    Google Scholar 

  • Alviar-Martin, T., Randall, J. D., Usher, E. L., & Engelhard, G. (2008). Teaching civic topics in four societies: Examining national context and teacher confidence. Journal of Educational Research, 101(3), 177–188.

    Article  Google Scholar 

  • Ambar, A. (2016). Between openness and adherence: Self-censorship in the teaching of history, Israeli education system as a case study. (Master’s thesis.) Tel Aviv University, Tel Aviv (in Hebrew).

    Google Scholar 

  • Anderson, B. (1991). Imagined communities: Reflections on the origins and spread of nationalism. London: Verso.

    Google Scholar 

  • Antonovsky, A. (1987). Unraveling the mystery of health: How people manage stress and stay well. San Francisco: Jossey-Bass.

    Google Scholar 

  • Apple, M. W. (1986). Teachers and texts: A political economy of class and gender relations in education. New York: Routledge.

    Google Scholar 

  • Apple, M. W., & Christian-Smith, L. K. (Eds.). (1991). The politics of textbooks. New York: Routledge.

    Google Scholar 

  • Apter, D. E. (Ed.). (1997). Legitimization of violence. New York: New York University Press.

    Google Scholar 

  • Assmann, J. (1995). Collective memory and cultural identity. New German Critique, 65, 125–133.

    Article  Google Scholar 

  • Auerbach, Y. (2010). National narratives as barriers and facilitators in the Israeli-Palestinian conflict. In Y. Bar-Siman-Tov (Ed.), Barriers to peace in the Israeli-Palestinian conflict (pp. 158–187). Jerusalem: The Jerusalem Institute for Israel Studies (in Hebrew).

    Google Scholar 

  • Bamberg, M. G. W., & Andrews, M. (2004). Considering counter narratives: Narrating, resisting, making sense. Amsterdam: Benjamins.

    Book  Google Scholar 

  • Bar-On, M. (2006). Conflicting narratives or narratives of a conflict: Can the Zionist and Palestinian narratives of the 1948 war be bridged? In R. I. Rotberg (Ed.), Israeli and Palestinian narratives of conflict: History’s double helix (pp. 19–46). Bloomington: Indiana University Press.

    Google Scholar 

  • Bar-Tal, D. (1998). Group beliefs as an expression of social identity. In S. Worchel, J. F. Morales, D. Paez, & J. C. Deschamps (Eds.), Social identity: International perspectives (pp. 93–113). London: Sage.

    Chapter  Google Scholar 

  • Bar-Tal, D. (2007a). Living with the conflict: Socio-psychological Analysis of the Israeli-Jewish society. Jerusalem: Carmel (in Hebrew).

    Google Scholar 

  • Bar-Tal, D. (2007b). Sociopsychological foundations of intractable conflicts. American Behavioral Scientist, 50, 1430–1453.

    Article  Google Scholar 

  • Bar-Tal, D. (2010). Culture of conflict: Evolvement, institutionalization, and consequences. In R. Schwarzer & P. A. Frensch (Eds.), Personality, human development, and culture: International perspectives on psychological science (vol. 2, pp. 183–198). New York: Psychology Press.

    Google Scholar 

  • Bar-Tal, D. (2013a). Intractable conflicts: Socio-psychological foundations and dynamics. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Bar-Tal, D. (2017). Self-censorship as a socio-political-psychological phenomenon: Conception and research. Political Psychology, 38(S1), 37–65.

    Google Scholar 

  • Bar-Tal, D., & Bennink, G. H. (2004). The nature of reconciliation as an outcome and as a process. In Y. Bar-Siman-Tov (Ed.), From conflict resolution to reconciliation (pp. 11–38). Oxford: Oxford University Press.

    Chapter  Google Scholar 

  • Bar-Tal, D., Diamond, A. H., & Nasie, M. (2017). Political socialization of young children in intractable conflicts: conception and evidence. International Journal of Behavioral Development, 41(3), 415–425.

    Google Scholar 

  • Bar-Tal, D., & Halperin, E. (2011). Socio-psychological barriers to conflict resolution. In D. Bar-Tal (Ed.), Intergroup conflicts and their resolution: Social psychological perspective (pp. 217–239). New York: Psychology Press.

    Google Scholar 

  • Bar-Tal, D., Halperin, E., & Oren, N. (2010). Socio-psychological barriers to peace making: The case of the Israeli Jewish society. Social Issues and Policy Review, 4(1), 63–109.

    Article  Google Scholar 

  • Bar-Tal, D., & Harel, A. S. (2002). Teachers as agents of political influence in the Israeli high schools. Teaching and Teacher Education, 18(1), 121–134.

    Article  Google Scholar 

  • Bar-Tal, D., Oren, N., & Nets-Zehngut, R. (2014). Socio-psychological analysis of conflict-supporting narratives: A general framework. Journal of Peace Research, 47(6), 791–801.

    Google Scholar 

  • Bar-Tal, D., & Sharvit, K. (2008). The influence of the threatening transitional context on Israeli Jews’ reactions to Al Aqsa Intifada. In V. M. Esses & R. A. Vernon (Eds.), Explaining the breakdown of ethnic relations: Why neighbors kill (pp. 147–170). Oxford: Blackwell.

    Chapter  Google Scholar 

  • Bar-Tal, D., Sharvit, K., Halperin, E., & Zafran, A. (2012). Ethos of conflict: The concept and its measurement. Peace and Conflict: Journal of Peace Psychology, 18(1), 40–61.

    Article  Google Scholar 

  • Bar-Tal, D., & Staub, E. (Eds.). (1997). Patriotism in the lives of individuals and nations. New York: Nelson-Hall.

    Google Scholar 

  • Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. London: Lawrence Erlbaum.

    Google Scholar 

  • Baumeister, R. F., & Hastings, S. (1997). Distortions of collective memory: How groups flatter and deceive themselves. In J. W. Pennebaker, D. Paez, & B. Rimé (Eds.), Collective memory of political events: Social psychological perspective (pp. 277–293). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Beard, C. A. (1934). The nature of the social sciences in relation to objectives of instruction. New York: Charles Scribner’s Sons.

    Google Scholar 

  • Bekerman, Z. (2009). The complexities of teaching historical conflictual narratives in integrated Palestinian-Jewish schools in Israel. International Review of Education, 55(2-3), 235–250.

    Article  Google Scholar 

  • Bekerman, Z., & Zembylas, M. (2012). Teaching contested narratives: Identity, memory and reconciliation in peace education and beyond. Cambridge: Cambridge University Press.

    Google Scholar 

  • Ben-Amos, A., & I. Bet-El (1999). Ceremonies, education and history: Holocaust Day and Remembrance Day in Israeli schools. In Feldhay, R., & Etkes, I. (Eds.), Education and history: Cultural and political contexts. Jerusalem: Zalman Shazar Center (in Hebrew).

    Google Scholar 

  • Ben-Porath, S. (2006). Citizenship under fire: Democratic education in times of conflict. Princeton: Princeton University Press.

    Google Scholar 

  • Brickhouse, N. W. (1990). Teachers’ beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41(3), 53–62.

    Article  Google Scholar 

  • Brookfield, S. D. (1987). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey-Bass.

    Google Scholar 

  • Brophy, J. E. (1982). How teachers influence what is taught and learned in classrooms. Elementary School Journal, 83, 1–14.

    Article  Google Scholar 

  • Burton, J. W. (Ed.). (1990). Conflict: Human needs theory. New York: St. Martin’s Press.

    Google Scholar 

  • Byford, J., Lennon, S., & Russel, W. B. (2009). Teaching controversial issues in the social studies: A research study of high school teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82(4), 165–170.

    Article  Google Scholar 

  • Cairns, E. (1996). Children in political violence. Oxford: Blackwell.

    Google Scholar 

  • Carretero, M. (2011). Constructing patriotism: Teaching history and memories in global worlds. Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Chambliss, M. J., & Calfee, R. C. (1998). Textbooks for learning: Nurturing children’s minds. Oxford: Blackwell.

    Google Scholar 

  • Chikoko, V., Gilmour, J. D., Harber, C., & Serf, J. (2011). Teaching controversial issues and teacher education in England and South Africa. Journal of Education for Teaching: International Research and Pedagogy, 37(1), 5–19.

    Article  Google Scholar 

  • Chung, F. (1999). Education: A key to power and a tool for change: A practitioner’s perspective. Current Issues in Comparative Education, 2(1), 1–6.

    Google Scholar 

  • David, O., & Bar-Tal, D. (2009). A sociopsychological conception of collective identity: The case of national identity as an example. Personality and Social Psychology Review, 13, 354–379.

    Article  PubMed  Google Scholar 

  • de Jong, J. (Ed.). (2002). Trauma, war, and violence: Public mental health in socio-cultural context. New York: Kluwer Academic.

    Google Scholar 

  • Dodick, J., Dayan, A., & Orion, N. (2010). Philosophical approaches of religious Jewish science teachers toward the teaching of ‘controversial’ topics in science. International Journal of Science Education, 32(11), 1521–1548.

    Article  Google Scholar 

  • Elkins, J. (2005). Master narratives and their discontents. New York: Routledge.

    Google Scholar 

  • Everington, J. (2012). We’re all in this together, the kids and me’: Beginning teachers’ use of their personal life knowledge in the RE classroom. Journal of Beliefs and Values, 33(3), 343–355.

    Article  Google Scholar 

  • Everington, J. (2014). Hindu, Muslim and Sikh religious education teachers’ use of personal life knowledge: The relationship between biographies, professional beliefs and practice. British Journal of Religious Education, 36(2), 155–173.

    Article  Google Scholar 

  • Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Millbrae, CA: California Academic Press.

    Google Scholar 

  • Facione, P. A. (2011). Critical thinking: What it is and why it counts. Millbrae, CA: Measured Reasons and the California Academic Press..

    Google Scholar 

  • Fanetti, S. (2012). A case for cultivating controversy: Teaching challenged books in K–12 classrooms. The ALAN Review, 40(1), 6–17. Retrieved from https://scholar.lib.vt.edu/ejournals/ALAN/v40n1/pdf/fanetti.pdf.

  • Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47–65.

    Article  Google Scholar 

  • Firth, B., & Nishino, R. (2015). Political economy of history textbook publishing during apartheid (1948–1994): Towards further historical enquiry into commercial imperatives. Yesterday and Today Journal, 14, 18–40.

    Google Scholar 

  • Gallagher, J. J. (1991). Prospective and practicing secondary school science teachers’ knowledge and beliefs about the philosophy of science. Science Education, 75(1), 121–133.

    Article  Google Scholar 

  • Gawerc, M. I. (2006). Peace-building: Theoretical and concrete perspectives. Peace and Change, 31, 435–478.

    Article  Google Scholar 

  • Glaser, E. M. (1985). Critical thinking: Education for responsible citizenship in a democracy. National Forum: Phi Kappa Phi Journal, 65(1), 24–27.

    Google Scholar 

  • Gudmundsdottir, S. (1990). Values in pedagogical content knowledge. Journal of Teacher Education, 41(3), 44–52.

    Article  Google Scholar 

  • Guibernau, M. (2013). The identity of nations. Chicago: Wiley.

    Google Scholar 

  • Hameiri, B., Sharvit, K., Bar-Tal, D., Shahar, E., & Halperin, E. (2016). Support for self-censorship among Israelis as a barrier to resolving the Israeli-Palestinian conflict. Political Psychology. doi:10.1111/pops.12346

  • Hammack, P. (2010). Identity as burden or benefit? Youth, historical narrative, and the legacy of political conflict. Human Development, 53(4), 173–201.

    Article  Google Scholar 

  • Harkness, D. (1994). History, democratic values and tolerance in Europe: The experience of countries in democratic transition. Sofia: Council of Europe Symposium.

    Google Scholar 

  • Hess, D. E. (2009). Controversy in the classroom: The democratic power of discussion. New York: Routledge.

    Google Scholar 

  • Holden, C. (2005). Education for citizenship: teaching about democracy and the law in primary initial teacher education. Retrieved from http://www.citized.info/pdf/commarticles/Cathie_Holden.pdf.

  • Hytten, K. (2015). Ethics in teaching for democracy and social justice. Democracy and Education, 23(2), 1–10.

    Google Scholar 

  • Jost, J. T., & Major, B. (Eds.). (2001). The psychology of legitimacy: Emerging perspectives on ideology, justice, and intergroup relations. New York: Cambridge University Press.

    Google Scholar 

  • Kitson, A. (2007). History teaching and reconciliation in Northern Ireland. In E. A. Cole (Ed.), Teaching violent past: History education and reconciliation (pp. 123–154). Lanham: Rowman & Littlefield Publishers, in cooperation with the Carnegie Council for Ethics in International Affairs.

    Google Scholar 

  • Kitson, A., & McCully, A. (2005). “You hear about it for real in school:” Avoiding, containing and risk-taking in history classroom. Teaching History, 120, 32–37.

    Google Scholar 

  • Kizel, A. (2008). Subservient history: A critical analysis of history curricula and textbooks in Israel, 1948–2006. Tel Aviv: Mofet (in Hebrew).

    Google Scholar 

  • Korbits, K. (2015). The representation of the Cold War in three Estonian history textbooks. Compare: A Journal of Comparative and International Education, 45(5), 772–791.

    Article  Google Scholar 

  • Korostelina, K. V. (2011). Shaping unpredictable past: National identity and history education in Ukraine. National Identities, 13(1), 1–16.

    Article  Google Scholar 

  • Kriesberg, L. (1993). Intractable conflict. Peace Review, 5, 417–421.

    Article  Google Scholar 

  • Kriesberg, L. (2005). Nature, dynamics, and phases of intractability. In C. A. Crocker, F. Osler, & P. Aall (Eds.), Grasping the nettle: Analyzing cases of intractable conflict (pp. 65–97). Washington, DC: United States Institute of Peace Press.

    Google Scholar 

  • Kumar, K. (2014). Politics of education in colonial India. India: Routledge.

    Google Scholar 

  • Lamm, Z. (1996). Critical thinking as a goal in education: An introduction. In Y. Harpaz (Ed.), Education for critical thinking (pp. 20–36). Jerusalem: Magnes (in Hebrew).

    Google Scholar 

  • Lamm, Z. (2000). The educational pressure and the resistance to education. In Harpaz, Y. (Ed.), Pressure and resistance in education: Articles and conversations (pp. 9–22). Tel Aviv: Sifriat Poalim (in Hebrew).

    Google Scholar 

  • Lange, M. (2012). Education in ethnic violence. Cambridge: Cambridge University Press.

    Google Scholar 

  • Langenbacher, E. (2010). Collective memory as a factor in political culture and international relations. In E. Langenbacher & Y. Shain (Eds.), Power and the past – Collective memory and international relations (pp. 13–49). Washington, DC: Georgetown University Press.

    Google Scholar 

  • Laughlin, M. A., & Hartoonian, H. M. (1995). Challenges of social studies instruction in middle and high schools. Orlando: Harcourt Brace Jovanovich.

    Google Scholar 

  • Lavi, I., & Bar-Tal, D. (2015). Violence in prolonged conflicts and its socio-psychological effects. In J. Lindert & I. Levav (Eds.), Violence and mental health: Its manifold faces (pp. 3–25). Dordrecht: Springer.

    Google Scholar 

  • Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.

    Google Scholar 

  • Leach, C. W., Ellemers, N., & Barreto, M. (2007). Group virtue: The importance of morality (vs. competence and sociability) in the positive evaluation of in-groups. Journal of Personality and Social Psychology, 93, 234–249.

    Article  PubMed  Google Scholar 

  • Levitt, G. A., & Longstreet, W. S. (1993). Controversy and the teaching of authentic civic values. The Social Studies, 84(4), 142–148.

    Article  Google Scholar 

  • Lipman, P. (1997). Restructuring in context: A case study of teacher participation and the dynamics of ideology, race, and power. American Educational Research Journal, 34(1), 3–37.

    Article  Google Scholar 

  • MacDonald, D. B. (2002). Balkan holocausts? Serbian and Croatian victim-centred propaganda and the war in Yugoslavia. Manchester: Manchester University Press.

    Google Scholar 

  • Manojlovic, B. (2012). School communities, historical narratives and reconciliation in Eastern Slavonia. Retrieved from http://digitalcollections.sit.edu/cgi/viewcontent.cgi?article=1054&context=conflict_reconcilation_symposium.

  • Mathias, Y. (2002). The crisis of the national paradigm: History in Israeli curriculum during the 1990s. International Textbook Research, 24, 427–443.

    Google Scholar 

  • Mathias, Y. (2005). Curriculum between politics and science: The case of history in Israel after the Six Day War. Political Crossroads, 12(1), 47–65.

    Article  Google Scholar 

  • McCully, A. (2012). History teaching, conflict and the legacy of the past. Education, Citizenship and Social Justice, 7(2), 145–159.

    Article  Google Scholar 

  • McMurray, A. J. (2007). Past perspectives on teaching about the Vietnam War: Implications for teaching about Iraq. Education, 127(3), 430–434.

    Google Scholar 

  • Milgram, N. A. (Ed.). (1986). Stress and coping in time of war: Generalizations from the Israeli experience. New York: Brunner/Mazel.

    Google Scholar 

  • Nave, E., & Yogev, E. (2002). In D. Dafna (Ed.), Histories: Towards a dialogue with yesterday. Tel-Aviv: Bavel (in Hebrew).

    Google Scholar 

  • Nesbitt, E. (2004). Intercultural education: Ethnographic and religious approaches. Brighton: Sussex Academic Press.

    Google Scholar 

  • Nespor, J. (1987). The role of beliefs in practice of teaching. Journal of Curriculum Studies, 19(4), 317–328.

    Article  Google Scholar 

  • Nets-Zehngut, R. (2011). Origins of the Palestinian refugee problem: Changes in the historical memory of Israelis/Jews 1949–2004. Journal of Peace Research, 48(2), 235–248.

    Article  Google Scholar 

  • Nets-Zehngut, R. (2013). Israeli approved textbooks and the 1948 Palestinian exodus. Israel Studies, 18(3), 41–68.

    Article  Google Scholar 

  • Nets-Zehngut, R., Pliskin, R., & Bar-Tal, D. (2015). Self-censorship of historical narratives of conflicts: Israel and the 1948 Palestinian exodus. Peace and Conflict: Journal of Peace Psychology, 21(3), 479–499.

    Article  Google Scholar 

  • Nichols, W. D., Jones, J. P., & Hancock, D. R. (2003). Teachers’ influence on goal orientation: Exploring the relationship between eighth graders’ goal orientation, their emotional development, their perceptions of learning, and their teachers’ instructional strategies. Reading Psychology, 24(1), 57–85.

    Article  Google Scholar 

  • Nissan, E. (1996). Sri Lanka: A bitter harvest. London: Minority Rights Group International.

    Google Scholar 

  • Novelli, M., & Higgins, S. (2016). The violence of peace and the role of education: Insights from Sierra Leone. Compare: A Journal of Comparative and International Education, 1–14. doi:10.1080/03057925.2015.1119650.

  • Oren, N. (2009). The Israeli ethos of conflict, 1967–2005. Working Paper #27. Fairfax, VA: Institute for Conflict Analysis and Resolution, George Mason University. Retrieved from http://icar.gmu.edu/wp_27oren.pdf.

  • Oren, N. (2016). The Jewish–Israeli ethos of conflict. In K. Sharvit, & E. Halperin (Eds.), A Social psychology perspective on the Israeli-Palestinian conflict (Celebrating the legacy of Daniel Bar-Tal, Vol. II (pp. 115–131). Switzerland: Springer.

    Google Scholar 

  • Oren, N., Nets-Zehngut, R., & Bar-Tal, D. (2015). Construction of the Israeli-Jewish conflict-supportive narrative and the struggle over its dominance. Political Psychology, 36(2), 215–230.

    Article  Google Scholar 

  • Papadakis, Y. (1998). Greek Cypriot narratives of history and collective identity: Nationalism as a contested process. American Ethnologist, 25(2), 149–165.

    Article  Google Scholar 

  • Papadakis, Y. (2008). Narrative, memory and history education in divided Cyprus: A comparison of schoolbooks on the “History of Cyprus.”. History and Memory, 20, 128–148.

    Article  Google Scholar 

  • Paul, R. W. (1992). Critical thinking: What, why, and how? New Directions for Community Colleges, 77, 3–24.

    Article  Google Scholar 

  • Paul R. W., & Elder, L. (2008). The miniature guide to critical thinking concepts and tools. Foundation for Critical Thinking Press.

    Google Scholar 

  • Perry, D. (2011). The Israeli-Palestinian peace movement: Combatants for peace. Houndmills: Palgrave Macmillan.

    Book  Google Scholar 

  • Pithers, R. T., & Soden, R. (2000). Critical thinking in education: A review. Educational Research, 42(3), 237–249.

    Article  Google Scholar 

  • Podeh, E. (2002). The Arab-Israeli conflict in Israeli history textbooks, 1948–2000. Westport, CT: Bergin & Gavey.

    Google Scholar 

  • Robben, A., & Suarez, O. M. M. (Eds.). (2000). Cultures under siege: collective violence and trauma. New York: Cambridge University Press.

    Google Scholar 

  • Roccas, S., Sagiv, L., Schwartz, S., Halevy, N., & Eidelson, R. (2008). Toward a unifying model of identification with groups: Integrating theoretical perspectives. Personality and Social Psychology Review, 12, 280–306. doi:10.1177/1088868308319225

    Article  PubMed  Google Scholar 

  • Salomon, G. (2004). A narrative-based view of coexistence education. Journal of Social Issues, 60(2), 273–287.

    Article  Google Scholar 

  • Scheffler, I. (1973). Reason and teaching. London: Routledge & Kegan Paul.

    Google Scholar 

  • Schleicher, K. (Ed.). (1993). Nationalism in education. Frankfurt: Peter Lang.

    Google Scholar 

  • Schmid, K., & Muldoon, O. T. (2015). Perceived threat, social identification, and psychological well-being: The effects of political conflict exposure. Political Psychology, 36(1), 75–92.

    Article  Google Scholar 

  • Shkedi, A., & Horenczyk, G. (1995). The role of teacher ideology in the teaching of culturally valued texts. Teaching and Teacher Education, 11(2), 107–117.

    Article  Google Scholar 

  • Siegel, H. (1988). Education reason: Rationality, critical thinking and education. New York: Routledge.

    Google Scholar 

  • Slater, J. (1995). Methodologies of textbook analysis. In A. Dickinson, P. Gordon, P. Lee, & J. Slater (Eds.), International yearbook of history education. Woburn Education Series (Book #1). New York: Routledge.

    Google Scholar 

  • Slocum-Bradley, N. R. (2008). Discursive production of conflict in Rwanda. In F. M. Moghaddam, R. Harré, & N. Lee (Eds.), Global conflict resolution through positioning analysis (pp. 207–226). New York: Springer.

    Chapter  Google Scholar 

  • Smith, M. (2014). Solomon Islands case study in education, conflict and social cohesion. Bangkok: UNICEF. Retrieved from https://www.unicef.org/eapro/17_PBEA_Solomon_Islands_Case_Study.pdf.

  • Smith, M. E. (2005). Reckoning with the past: Teaching history in Northern Ireland. Lanham: Lexington Books.

    Google Scholar 

  • Sonpar, S. (2016). Identity, activism, and political violence: A psychosocial perspective on Kashmiri militants. In R. C. Tripathi & P. Singh (Eds.), Perspectives on violence and othering in India (pp. 147–173). New Delhi, India: New Delhi: Springer.

    Chapter  Google Scholar 

  • Soysal, Y. N., & Schissler, H. (2005). Introduction: Teaching beyond the national narrative. In H. Schissler & Y. N. Soysal (Eds.), The Nation, Europe, and the world: Textbooks and curricula in transition. Oxford: Berghahn Books.

    Google Scholar 

  • Stearns, P. N., Seixas, P., & Wineburg, S. (Eds.). (2000). Knowing, teaching, and learning history: National and international perspectives. New York: New York University Press.

    Google Scholar 

  • Swalwell, K., Pellegrino, A. M., & View, J. L. (2015). Teachers’ curricular choices when teaching histories of oppressed people: Capturing the U.S. Civil Rights Movement. Journal of Social Studies Research, 39(2), 79–94.

    Article  Google Scholar 

  • T.E.A.C.H. (2007). Teaching emotive and controversial history (pp. 3–19). London: The Historical Association. Retrieved from https://www.history.org.uk/files/download/784/1204732013.

  • Tajfel, H., & Turner, J. C. (1986). The social identity theory of intergroup relations. In S. Worchel & W. G. Austin (Eds.), Psychology of intergroup relations (2nd ed.pp. 7–24). Chicago: Nelson-Hall.

    Google Scholar 

  • Tamir, Y. Y. (2015). Teachers in the social trenches: Teaching civics in divided societies. Theory and Research in Education, 13(1), 121–136.

    Article  Google Scholar 

  • Thornton, S. J. (1991). Teacher as curricular-instructional gatekeeper in school studies. In J. P. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 237–248). New York: Macmillan.

    Google Scholar 

  • Thornton, S. J. (2005). Teaching social studies that matters: Curriculum for active learning. New York: Teachers College Press, Columbia University.

    Google Scholar 

  • Tint, B. (2010). History, memory, and intractable conflict. Conflict Resolution Quarterly, 27(3), 239–256.

    Article  Google Scholar 

  • Tsyrlina-Spady, T., & Lovorn, M. (2015). Patriotism, history teaching, and history textbooks in Russia: What was old is new again. In Globalization, ideology and politics of education reforms (pp. 41–57). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Vered, S., & Bar-Tal, D. (2015). Israel. In A. J. Angulo (Ed.), Miseducation: A history of ignorance-making in America and abroad (pp. 295–318). Baltimore: Johns Hopkins University Press.

    Google Scholar 

  • Veugelers, W. (1995). Teachers and values regarding labour. Curriculum Studies, 2, 169–182.

    Article  Google Scholar 

  • Veugelers, W. (2000). Different ways of teaching values. Educational Review, 52(1), 37–46.

    Article  Google Scholar 

  • Weinstein, M. (1991). Critical thinking and education for democracy. Educational Philosophy and Theory, 23(2), 9–29.

    Article  Google Scholar 

  • Weldon, G. (2009). A comparative study of the construction of memory and identity in curriculum in societies emerging from conflict: Rwanda and South Africa. (Unpublished Ph.D. thesis.) University of Pretoria. Retrieved from http://wpdi.org/sites/default/files/memory and identity emerging from conflict Africa.pdf.

  • Wertsch, J. V. (2002). Voices of collective remembering. New York: Cambridge University Press.

    Google Scholar 

  • West, D. L. (2003). Myth and narrative in the Israeli–Palestinian conflict. Cambridge, MA: World Peace Foundation.

    Google Scholar 

  • White, B. T. (2009). Ritual, emotion, and political belief: The search for the constitutional limits to patriotic education in public schools. Georgia Law Review, 43(2), 447–541.

    Google Scholar 

  • Wilson, E. K., Haas, M. E., Laughlin, M. A., & Sunal, C. S. (2002). Teachers’ perspectives on incorporating controversial issues into the social studies curriculum. Social Studies Forum, 2(1), 31–45.

    Google Scholar 

  • Winter, J. (2010). Thinking about silence. In E. Ben-Ze’ev, R. Ginio, & J. Winter (Eds.), Shadows of war: A social history of silence in the twentieth century (pp. 3–31). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Zajda, J. (Ed.) (2015). Nation-building and history education in a global culture. In Nation-building and history education in a global culture (pp. 185–191). Doedrecht: Springer.

    Google Scholar 

  • Zohar, N. (1972). Arab’s image in a reader (Master’s thesis). Hebrew University of Jerusalem (in Hebrew).

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Tel Aviv University, Tel Aviv, Israel

    Soli Vered & Efrat Ambar

  2. Education Development Center, New York, USA

    Shai Fuxman

  3. The Arab Academic College of Education, Haifa, Israel

    Eman Nahhas Abu Hanna

  4. School of Education, Tel-Aviv University, Tel-Aviv, Israel

    Daniel Bar-Tal

Authors
  1. Soli Vered
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Efrat Ambar
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Shai Fuxman
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Eman Nahhas Abu Hanna
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Daniel Bar-Tal
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Soli Vered .

Editor information

Editors and Affiliations

  1. School of Education, Tel-Aviv University, Tel Aviv, Israel

    Daniel Bar-Tal

  2. International Summer Program in Conflict Resolution, Bar Ilan University, Tel Aviv, Israel

    Rafi Nets-Zehngut

  3. Psychology, University of Haifa, Haifa, Israel

    Keren Sharvit

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Vered, S., Ambar, E., Fuxman, S., Hanna, E.N.A., Bar-Tal, D. (2017). Between Solidarity and Openness: Self-Censorship in Education. In: Bar-Tal, D., Nets-Zehngut, R., Sharvit, K. (eds) Self-Censorship in Contexts of Conflict. Peace Psychology Book Series. Springer, Cham. https://doi.org/10.1007/978-3-319-63378-7_8

Download citation

Publish with us

Policies and ethics

Search

Navigation