Search Results (2)

This article examines the interplay between Jewish and Muslim identities in German public discourse, focusing on their roles as placeholders in constructing contemporary German identity. It argues that discussions of Judaism, antisemitism, and the Israel–Palestine conflict often serve as projection surfaces for national self-perception, neglecting the complexities of Jewish and Muslim lived realities. Drawing on critiques by Elad Lapidot and Jean-Claude Milner, the article explores how the exclusion of heteronomous identities—grounded in divine law—exposes the structural limitations of modern liberal societies. It highlights the substitution of traditional Jewish identity with a liberal-compatible version in German discourse, while simultaneously framing Muslims as the “new Other”. This text calls for Jewish and Muslim communities to challenge the narratives that marginalize and instrumentalize them, advocating for solidarity to address shared challenges and enrich pluralistic democratic frameworks. Full article

Educational poverty is widespread in compulsory education in terms of poor learning and socio-cultural disadvantages; it affects students with disabilities, students with learning difficulties, and those with an immigrant background. During the pandemic crisis, students with special educational needs (SENs) mostly suffered the risk of an additional deprivation. Within an advanced inclusive model during school closure, the Italian State guaranteed access to schools only to students with disabilities. What effects did this “equalizing” measure produce? What kinds of attitudes have teachers adopted and what roles have they played (active vs. passive) in order to make it sustainable? What was their acknowledgement of the educational poverty and deprivation? To what extent were their attitudes differentiated? This article explores the roles and attitudes of teachers during periods of lockdown as a result of the COVID-19 pandemic in Italy. We assume that the teachers’ attitudes were differentiated on the basis of five cultural dimensions (auto/hetero-referencing; vision of remote teaching; relationship with bureaucracy, relationships with students; teaching as performance or relation), and two functions (classroom teachers/ SENs teachers). The study is based on 42 semi-structured interviews conducted with teachers, principals, and parents in six lower secondary public schools with high rates of SENs students and multi-ethnicity (Northern Italy), and focused on the organisational, teaching, and relational aspects. Results seem to confirm that not all teachers agreed with the Ministry line and adopted a range of responses to the challenge of maintaining inclusivity, from the inert/impatient to the creative/active ones. Their attitudes changed during the post-pandemic period from atomistic to more collaborative, and their preoccupation with the fragile “uncertified students” increased. The article closes with recommendations on teacher training. Full article