| Abstract | On the basis of participant-observations of classroom discussions in Jewish Israeli high schools during two memorial days, we examine how different ethnoclass groups within a presumably consensual national collectivity remember the nation. We found that teachers use different memory techniques with different groups of students and in relation to different historical memories, and we suggest that doing so variously repositions subgroups toward the public sphere. We argue that, to understand ethnoclass memory work and its differential appropriation and refraction along ethnoclass divides, scholars need to go beyond the contents of historical narratives and collective ceremonies to inquire into the plethora of memory techniques social actors use. [ ethnoclass, national memory, memory techniques, citizenship participation, hegemony, Israel, high school]
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