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Origins pp 19–33Cite as

(De)Constructing Origin in a Stratified Classroom/Society

Israeli Ashkenazi, Mizrahi and Palestinian Arab Students in a Multi-Origin Educational Program

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Part of the book series: Transgressions ((TRANS,volume 104))

Abstract

The conjunction of academic activity with processes of recognition of disadvantaged and stigmatized origins has become a widespread phenomenon (Darling-Hammond et al. 2002; Puckett et al. 2007; Lagemann & Lewis, 2011). Such programs are based on the assumption that acknowledging and respecting the origin of the “Other” is a basis for fighting oppression and marginalization.

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Authors
  1. Dalya Yafa Markovich
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Editors and Affiliations

  1. The University of Helsinki, Finland

    Fred Dervin

  2. The University of Iceland, Iceland

    Hanna Ragnarsdóttir

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Markovich, D.Y. (2014). (De)Constructing Origin in a Stratified Classroom/Society. In: Dervin, F., Ragnarsdóttir, H. (eds) Origins. Transgressions, vol 104. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-854-1_2

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