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Cultural Resources and the Gap Between Educational Theory and Practice


by Yair Neuman & Zvi Bekerman — 2001

One source of potential failure in fostering reforms in education is educators’ captivity between an educational manifesto--a conscious ideology or theory, which aims to guide educational practice--and dominant cultural resources that may prevent the actualization of the manifesto. The aim of this paper is to raise educators’ awareness of this issue and to illustrate, through the qualitative analysis of an educational activity, the dynamics in which an educational manifesto is imprisoned by cultural resources.


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Cite This Article as: Teachers College Record Volume 103 Number 3, 2001, p. 471-484
http://www.tcrecord.org ID Number: 10759, Date Accessed: 12/15/2017 4:26:39 PM

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About the Author
  • Yair Neuman
    Ben-Gurion University
    E-mail Author
    Yair Neuman is a lecturer at the Department of Education, Ben-Gurion University of the Negev. His main interests are in the study of socio-cultural psychology and in the process in which epistemology, rhetoric, and pedagogy nurture each other.
  • Zvi Bekerman
    Hebrew University
    E-mail Author
    Zvi Bekerman is an educational anthropologist and teaches at the School of Education, Hebrew University. His main interests are in the study of ethnic and national identity in the context of education. He has recently been involved as well in the study of identity construction and development in computer-mediated educational environments.
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