This paper explores the production of educational policy discourse based on a view of increasing future unpredictability, focusing on how educational policy knowledge is reconceptualized as a form of anticipatory regime. Specifically, we investigate the Israeli Ministry of Education's Future-Oriented Pedagogy Research and Development Unit,…

Over the past two decades, the internet has become a central platform affording lay-learners access to a multiplicity of experts. While these outlets empower lay-learners, they create competition amongst clerical and knowledge authorities. This article addresses the question: "how is religious authority understood and negotiated by learners,…

This article discusses challenges posed to the design and enactment of twenty-first century school curricula by examining three core issues: pedagogical autonomy, the balance and integration of knowledge and thinking skills, and curricular flexibility. It focuses on how a committee of experts commissioned by the Israeli ministry of education to…

In recent years, Forest Education has gained increasing traction around the world. Yet its unique features, as well as their relations with other outdoor environmental education approaches, remain undertheorized. This study explores the pedagogical practices of one emerging strand of Forest Education, and the epistemology underpinning it, in order…

With increasing knowledge specialization, disciplines continuously communicate and contest the boundaries of knowledge. Within the dynamic space of collaboration and communication between fields that has ensued, it is not clear whether these new boundaries are aligned to knowledge similarities, or to prestige overlaps. In this article, I explore…

Background: This paper explores K-12 interdisciplinary learning in the humanities (IL-Humanities), an area that, until now, has seen limited research focus compared to its STEM counterparts. We asked: (1) What are the outcomes of IL-Humanities in terms of interdisciplinary competences? (2) How do learners in these environments engage in…

The present paper inquires whether a meticulous program designed to resolve Interdisciplinary Societal Dilemmas through dialogic argumentation advances epistemic practices. To delineate how epistemic practices are manifested in classroom discussions, we adopted the Actor-Network Theory (ANT), which explores the interactions and agencies of human…

In this study, the paradoxes and difficulties of using WhatsApp for meaningful education are highlighted. As a case study of technology implementation, the author employs virtual ethnography and interviews with supervisors, developers and teachers to examine all significant pedagogical initiatives in Israel's high schools that utilise WhatsApp.…

In Israel, the Israeli-Palestinian conflict is the most fundamental political and moral issue current and future citizens face. If we accept the maxim that schools should prepare citizens for participation in determining the future of their state, Israeli students must be introduced to the historical, political and moral questions at the heart of…

In spite of the importance of the topic, there are few comparative studies of the aims of history teaching, even in Europe. Domain-specific epistemic beliefs are relevant for understanding the teaching and learning of history and the development of deliberative thought. We studied epistemic beliefs in the context of the general aims of history…

Purpose: The COVID-19 pandemic has affected educational systems worldwide, forcing them to abruptly shift from face-to-face to online teaching and learning. This case study illustrates how a traditional lecture-based activity for undergraduate students in a Management of Health Service Organizations program was transformed into an…

The present paper deals with epistemological and methodological issues as these touch upon the products of educational practices related to the teaching of historical narratives in settings purposely created to facilitate dialogue, inclusion and recognition among children thought to be belonging in clearly differentiated and antagonistic groups in…

Pursuing both disciplinary authenticity and personal relevance in the teaching and learning of science in school generates tensions that should be acknowledged and resolved. This paper problematizes and explores the conceptualizations of these tensions by considering personal relevance, disciplinary authenticity, and common school science as three…

The aim of this paper is to search for possibilities to change the terms and content of conversations on colonial/decolonial human rights education. The content of conversations consists of what we know about human rights. The terms of conversations are the principles, assumptions, and rules of knowing in human rights education. The terms and…

Much of the concern with young people's historical knowledge centres on factual attainment or disciplinary skills. However, relatively little attention is paid to the relevance that young people attribute to history and how they use the past, and various social representations of history, to relate to the present. Research in this realm tends to…