Studenten zijn boos op universiteiten en hogescholen die zich niet onomwonden uitspreken tegen het Israëlisch geweld in Gaza en de Westoever. Lector Inclusive Education bij de Haagse Hogeschool Naomi van Stapele pleit voor een academische verkenning van standpunten, inclusief emoties.
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The present study examined the reliability and validity of the Hebrew version of the Age-Friendly Cities and Communities Questionnaire (AFCCQ-IL). The present study was conducted in all four Israeli cities, acknowledged as age-friendly during the time of the study in June–July 2023, namely: Tel Aviv-Jaffa, Herzliya, Kfar Saba, and Jerusalem. A total of 223 Hebrew speakers over the age of 65 participated in the study. Structure validity was confirmed via confirmatory factor analysis and reliability was established. Slight dissatisfaction was noted regarding respect and social inclusion. There was variability across the four cities with Jerusalem fairing worse than the other three cities. The findings are of relevance for urban planners and policy stakeholders.
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Een groep leerlingen lesgeven over de politieke situatie tussen Israël en Gaza is voor menig docent niet eenvoudig. Vanuit welk perspectief sta je stil bij de situatie? Omgaan met verschillen in de klas is volgens Daan van Riet van groot belang. De docent, onderzoeker en onderwijsfilosoof stelt dat gemeenschapsvorming in het onderwijs tegemoetkomt aan het idee dat we hebben van burgerschapsvorming.
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De onderwerpen inclusie en diversiteit zijn nogal eens voedingsbodem voor conflictstof en polarisatie. Hoe voorkom je dat en wat staat je daarbij als hogeschool of als docent te doen? Machteld de Jong, lector Diversiteitsvraagstukken aan Hogeschool Inholland, laat daarover haar licht schijnen.
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Settler colonialism has been theorised as a form of oppression and domination distinct from other colonisation and imperialism processes. This paper aims to deconstruct settler colonialism domination by illuminating both the power of oppression and the power of resistance in Palestine and in the establishment by Israel of settler colonial tourismscapes. Building on Foucault’s examination of power and resistance, settler colonialism is theorised as a disciplinary, bio-power, and sovereign power, and the paper explores how different stakeholders resist the dominant settler discourse in a tourism context. Theoretically, this study contributes to understanding settler colonialism and tourism through the lens of power and resistance. The outcomes of the study find that Israel has contributed to the reorganisation of Palestine as a Jewish homeland and suppress stories of colonial brutality and oppression while selling imaginary geographies that normalise the presence of Jewish settlers in Palestine. Findings also shed some light on how Palestinian tourism initiatives, such as the Kairos Palestine in Bethlehem, produce spaces of constructed Palestinian visibility through tourism. This initiative highlights how alternative tours through the ‘Come and See’ experience might contribute to the re-articulation and reordering of venues, thereby forming a counter-discourse and resistance.
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The premise for this paper is that tourism scholars researching in Israel and Palestine are, in effect, actors in the geopolitical landscape of the Holy Land. Political tourism is a significant factor in how the Israel–Palestine geopolitical conflict is represented. The current paper provides an analysis of how tourism academics address the situation. A research team of Israeli, Palestinian and a third country origins collaborated to produce a narrative synthesis by systematically reviewing 35 academic papers selected through defined criteria. This approach minimized bias and aimed for analytical robustness and validity. Two main conclusions are derived from the analysis. First, papers tend to focus on the social, touristic and religious aspects of tourism not on the core issues of the geopolitical conflict. Second, the works did not contribute to dialogue between parties but reinforced separateness thus reflecting the political conflict.
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Verslag samengesteld op verzoek van het Ministerie van Volksgezondheid, Welzijn en Sport door drs. Ans Buys (voorzitter ADEF en directeur Fontys Lerarenopleiding Tilburg.
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Wie zijn hypotheek helemaal aflost kan daar wel eens spijt van krijgen.
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Abstract At this international symposium on the professionalism of teacher educators an extensive review study on the roles, accompanying behavior and the factors that support the development of these roles and behavior will be presented. Six roles of teacher educators were distinguished, from which three are considered to be major: teacher of teachers, coach and researcher. This presentation will be followed by three in depth empirical research contributions of scholars from the UK, Israël and The Netherlands, each of them on one of the major roles. At the end of these presentations there will be a general discussion about developments in the roles and major themes for future research in this field. Session summary The international symposium on the professionalism of teacher educators has the objective to discuss (developments in the research on) the major roles and the professional development of teacher educators and to identify some major themes for future research in this field. In the first part of the session a recently conducted extensive review study, based on 160 articles out of a selection of more than 1250, on the roles, accompanying behavior and the factors that support the development of these roles and behavior will be presented. Based on this analysis six roles of teacher educators were distinguished: 1) teacher of teachers, 2) coach, 3)researcher, 4)curriculum developer, 5) gatekeeper, and 6) broker. The first three are considered as major roles. For each of these major roles critical features are identified and related to the research about the accompanying behavior of teacher educators. These professional roles are liable to continuous change. School-based teacher education changed the role of teacher educators in schools and universities and gave rise to the new role of broker. The changing place of teacher education within universities and de development of practitioner research as a distinct kind of research has influenced the role of research and scholarship in the teacher education profession (Borg, 2011; Wilson, 2006). This presentation will be followed by three contributions of scholars from different countries. They will present in depth empirical research based on mixed methods with respect to one of the three major roles of teacher educators. Research from the UK will be presented on the (developments in the) role of teacher of teachers, research from Israël will focus on the role of mentor and finally a Dutch case study about the development of the role of scholar/researcher in a new university setting will be presented. The scholarly or scientific significance of this symposium is that it will be held at the moment that during the last decades the profession of teacher educator has emerged as a distinct profession and research theme (Clarke, 2001; Murray & Male, 2005; Swennen, Jones & Volman, 2010). Special issues of journals, books and encyclopaedic articles have been published about the profession and the professional development of teacher educators (European Journal of Teacher Education, 2005; Teaching and Teaching Education, 2005; Professional Development in Education, 2010; Swennen & Van der Klink, 2009; Lunenberg, 2010; Smith, 2011). Professional standards for teacher educators have been developed (ATE, 2008; Koster & Dengerink, 2008). The amount of selfstudies is accumulating (Cochran-Smith, 2005). Now is the time to evaluate these developments in the profession and the research about the profession in this field and also to discuss how teacher educators can keep up their roles in accordance with the needs of the education of future teachers
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