ABSTRACT
Constrained from becoming the ideal student and at the same time driven by the critical ethics of learning, the students of Kedma maneuvered between hegemonic and marginalised contents offered by the school’s curriculum. The Israeli schools’ curriculum, in both intracurricular and extracurricular subject matters and activities, is governed by the national curriculum department in the Ministry of Education. The students of Kedma were struggling with the demands of both the national curriculum and the curriculum adopted by the school. The art lessons served as a good example of these tendencies, due to the uniqueness of this subject matter, juxtaposing the Western art history canon with the national art history canon; theoretical studies and practical studies; and formal subjects and personal issues. Art education in general, as well as in the Israeli education system, is rooted in interpretative models that have been developed in the Western thought.
