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The Flag, the National Symbol and the Map

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The Flag, the National Symbol and the Map The Flag, the National Symbol and the Map: The establishment of an Israeli identity Through visual national objects in the classroom RIMONA COHEN A thesis submitted for the degree of Doctor of Education (EdD) UNIVERSITY OF BATH Department of Education MAY 07 COPYRIGHT Attention is drawn to the fact that copyright of this thesis rests with its author. A copy of this thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with the author and they must not copy it or use material from it except as permitted by law or with the consent of the author. This thesis may be made available for consultation within The University Library and may be photocopied or lent to other libraries For the purposes of consultation. 2 Acknowledgements First of all, I must thank Professor A. Stables for his unfailing help and encouragement. Personal thanks go to my family for their thoughtful consideration while I was writing this research. Thanks are also due to the Design Workshop team of the Curriculum Centre at the Beit Berl College for their friendly partnership and assistance in coping with the world of visual texts. My special thanks go to the participants of ‘Forum 168’ for their friendship and for being there when needed. 3 Table of Content Acknowledgements................................................................................................ 3 Abstract ..................................................................................................................... 7 Introduction ............................................................................................................. 9 A. Consideration of the Focus on the Display of National Emblems 11 A.1 Display of National Emblems as a Common Phenomenon. ........ 11 A.2. At the Core of the Curriculum............................................................ 11 A.3 Reflection of School Culture – Rituals Relating to Values and Identity. .......................................................................................... 13 B. Conceptual Framework for Analysing and Understanding Areas Designated for the Display of National Emblems. ............................ 14 B.1 The Curriculum as a Dynamic Entity................................................. 14 B.2 Visual Images as a Visual Language.................................................. 15 B.2.1 Relevant Approaches Investigating Visual Literacy in the Context of Education .. 19 C. Methodology..................................................................................................... 25 C.1 Research Approach................................................................................. 25 C.1.1.Qualitative Research ................................................................................. 25 C.1.2 Hermeneutic Approach.............................................................................. 25 C.2 Research Population............................................................................... 28 C.2.1 Intensive Data Sources: ............................................................................. 28 C.2.2 Extensive Data Sources ............................................................................. 30 C.2.3 Summary of Data Population...................................................................... 30 C.3 Research Tools......................................................................................... 31 C.3.1 Photographic Documentation...................................................................... 33 C.3.2 Policy and Pedagogical Documents.............................................................. 35 C.3.3 Interviews............................................................................................... 36 C.3.4 Open-Ended Written Questionnaires ............................................................ 39 C.4 Data Analysis ........................................................................................... 40 C.4.1 Visual Data Analysis................................................................................. 40 C.4.2 Textual Data Analysis ............................................................................... 45 C.5. Research Limitations and Ethical Issues.......................................... 45 4 D. Data Analysis - Introduction...................................................................... 48 D.1 Identification of Curricular Level....................................................... 50 D.1.1 Legislative Level ..................................................................................... 50 D.1.2 Executive Authority Level ......................................................................... 52 D.1.3 Implementation: Education Ministry’s Directives for Schools- The Formal Executive Authority Level................................................................................................ 53 D.1.4 The Perceived Level in relation to Legislative Proposals and Formal Curricular Documents...................................................................................................... 54 Summary ........................................................................................................ 58 D.2 Towards the Activity Level - National Emblem Component Reservoir. .............................................................................................. 59 D.2.1. Origin of Resources ................................................................................. 59 D.2.2. Visual Images: National Emblems .............................................................. 60 D.2.3. Visual Images: Photographs ...................................................................... 63 D.2.4. Texts .................................................................................................... 66 D.2.5 Map of Israel........................................................................................... 68 Summary ........................................................................................................ 68 D.3 Visual Texts in the National Emblems Display of Israeli Classrooms............................................................................................ 69 D.3.1 General Characterisation of Photograph Collection for the National Emblems Displayed in the Classroom ................................................................................ 69 Summary: A General Characterisation of the Photograph Collection of Emblems in Classroom Displays (Appendix I.6.)..................................................................... 73 D.4 Perceptions of National Emblems in the Classroom Display...... 74 D.4.1 Significance of the Display: The aspect of Status............................................ 75 D.4.2 Curricular Aspect: Affinity to the Curriculum................................................ 79 D.4.3 Messages and Meanings of the Display of National Emblems and its Components.84 D.4.4 Three in-depth Case Studies of Visual Texts in Displays of National Emblems: ... 93 E. Discussion........................................................................................................111 E.1 Shaping Israeli Identity ........................................................................ 111 E.1.1 Between Consensus and Conflict - Concept of Nationalism and its Expression in the Curriculum and in National Emblems Displays .....................................................111 E.1.2 Concept of Nationalism and its Expression in the Curriculum and in National emblems displays. ...........................................................................................112 5 E.2 Discussion on Different Curricular Development Levels........... 113 E.2.1 Establishing Consensus via Ritual...............................................................113 E.2.2. Issue of Interpretation and Hypotheses regarding the Sources of the Phenomenon117 E.2.3 Establishing Consensus Via Secular Practices. ..............................................118 E.2.4 Expressions of Ritual Characteristics in National Emblem Displays ..................120 E.3 Summary and Significance ................................................................. 132 E.3.1 A Policy of Cultural Homogeneity in Times of Change...................................132 E.3.2 Implications of the Research on Education in Israel and for Other Education Systems. ........................................................................................................135 F. Reflective Perspectives of the Research................................................137 G. Recommendations for Further Studies................................................139 H. References.......................................................................................................141 I. List of Appendixes.........................................................................................153 I.1. Indecision and Dilemmas in Knesset Committee Discussions ......................................................................................... 153 I.2 Individual Interview with Drora (15 September, 2005)................ 159 I.3 Individual Interview with Debbi (15 November, 2005). .............. 163 I.4 State Education Law 1953.................................................................... 166 I.5 Resources Originating from the State, as Published in the Media.................................................................................................... 168 I.6 Photograph
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