The author argues that Zionist and Israel education are in tension with Jewish Peoplehood education. The former stresses the significance of place, the latter, the virtues of space. One narrows yet focuses options for identification; the other broadens yet dilutes options for belonging. In making sense of the the complexity of Israel and peoplehood education, Ariel argues in favor of developing a pedagogy that brings together the various tensions represented by a range of concepts. He would like to see an approach that confronts them head on, mines them for various perspectives and thus turns them into moments of deep affinity and kinship.

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