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  1. Beyond the Destruction of the Other's Collective Memory.Ilan Gur-Ze'ev & Ilan Pappé - 2003 - Theory, Culture and Society 20 (1):93-108.
    This article follows the formulation of a new Palestinian attitude toward the Holocaust memory. It presents it as a bold challenge to past Palestinian perceptions of and attitudes toward the Holocaust memory. This novel Palestinian stance connects the Holocaust memory to the memory of the Nakbah, the Palestinian catastrophe of 1948. It is part of a critical deconstruction of the manipulation of collective memory in the service of nationalism. The authors of this article respond by providing their own deconstruction of (...)
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  • Critical education in cyberspace?Ilan Gur-Ze'ev - 2000 - Educational Philosophy and Theory 32 (2):209–231.
  • Holocaust remembrance and education in the state of Israel 1948–2000.Birgitte Enemark - 2001 - Nordisk judaistik/Scandinavian Jewish Studies 22 (2):107-130.
    In the early years of Israel’s existence, the collective memory of the Holocaust was characterized by the schism between the Holocaust martyrs and heroes, emphasizing the bravery and revolt of the few while neglecting the physical suffering of the victims. This understanding was also reflected in the sparse description of the subject in the history textbooks produced by the educational authorities until the late 1970s. In the years to come a more rational and chronological presentation of the Holocaust became noticeable (...)
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  • Martin Buber’s Myth of Zion: National Education or Counter-Education?S. Daniel Breslauer - 2015 - Studies in Philosophy and Education 35 (5):493-511.
    If national education is, as Ilan Gur-Ze’ev thinks, inevitably a matter of agents for and victims of a national system, only a “counter-education” can correct it. Martin Buber shared many of Gur-Ze’ev’s concerns, but advocated a more positive view of national education. This essay examines Buber’s development of his pedagogical theory in its context, notes his influence on several educational models, investigates how his view of national education either continues or is ignored in the modern State of Israel, and shows (...)
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