Exploring the Educational Turn in Resilience Discourse in Israel: Three Moments of Frame Alignment

Autor/in	Plotkin Amrami, Galia
Titel	Exploring the Educational Turn in Resilience Discourse in Israel: Three Moments of Frame Alignment
Quelle	In: Journal of Education Policy, 36 (2021) 5, S.671-690 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2020.1735525
Schlagwörter	Resilience (Psychology); Intervention; Coping; Educational Policy; Social Influences; Teaching Methods; Educational Theories; Risk; Educational Objectives; Foreign Countries; Educational History; Validity; Local History; Violence; Grief; Daily Living Skills; Elementary Secondary Education; Israel + Suchen Sie Ihr Suchwort? Bewältigung; Politics of education; Bildungspolitik; Sozialer Einfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie; Risiko; Educational objective; Bildungsziel; Erziehungsziel; Ausland; History of education; Bildungsgeschichte; Gültigkeit; Ortsgeschichte; Gewalt; Trauer; Alltagsfertigkeit
Abstract	A new educational paradigm, 'resilience education,' has emerged as an effort by states and local communities to provide their constituencies with skills to cope with natural and man-made disasters. While the topic of resilience has seen an explosion in academic and policy interest, little scholarly attention has been paid to exploring the social origins of resilience training. Drawing on the research tradition in history and sociology of knowledge and theorization of practices, this article explores the gradual establishment of the practice of resilience education in Israeli schools and changing assumptions about risks, coping and aims of education informing resilience initiatives in the educational system. Based on in-depth interviews with key figures in the professional field, I indicate the main tendencies in the local history of resilience training since the 1980s. These tendencies -- the normalization of insecurity, the incorporation of new programs within existing interventions, and the creation of a particular structure of training -- have interweaved the regular with the extreme, the expert with the lay, and the new with the old. I argue that such tendencies have become no less important for facilitating the establishment of resilience training than the scientific validity and practical effectiveness of this professional practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01