Bibliographic record
Abstract
The Israeli-Palestinian conflict began in a critical sense in 1948 and continues to this day. An understanding of this continuing dispute requires knowledge of its historical, political, religious, demographic, emotional and geopolitical dimensions, and of the way anti-semitism figures in how people engage in discussions of the Middle-East. After sketching out these realities, we consider how disagreement over the framing of the past generates disagreement over visions of the future. Drawing on the work of Jakob Feldt and Ilan Gur-ze’ev, among others, we highlight the challenges posed to educators in regard to how each of the two major narratives, Israeli and Palestinian, compete with the Other’s account of their shared and fractured history. Using an incident involving the British Columbia Ministry of Education as a reference point, we explore the way special interest groups engage with the realm of public education, as well as the challenge of deconstructing conflicting historical interpretations. The paper suggests some pedagogical approaches for moving beyond the contesting of histories and for the development of better-grounded student involvement with this complex issue.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".