כששיח זהות פוגש אידאולוגיה חינוכית: הפוטנציאל הקוריקולרי בהוראת נושא "תוכנית החלוקה"

The aim of the article is to describe and analyze the process of revealing the curricular potential embodied in a learning unit that deals with the UN Partition Plan of Eretz-Israel (known as the "November 29th Decision"), as reflected in the written learning unit itself, and as perceived by the team that was in charge of developing this unit – the school principal, a teacher, and the school supervisor. The findings, which are based on analysis of several qualitative research tools, suggest a three-phase process in the development of the unit. In each phase the learning unit was based on a different educational ideology, and expressed different layers and components of the Jewish-Israeli identity discourse. Therefore, each phase was characterized by different purposes, contents, and ways of instruction, i.e., different curricular potential was revealed. The theoretical model emerging from these findings indicates the linkages between epistemological language of identity, and the educational ideology on which the learning unit is based. These linkages generate the articulation of diverse formulations of curricular potential. This model may have considerable practical significance in training teachers of identity-based subjects in general, and teachers of Jewish-Israeli Culture in particular.