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1.
ABSTRACT

Global citizenship education (GCE) has recently been promoted by national education systems and supranational organisations as a means for facilitating social cohesion and peace education. We examined the perceptions of GCE held by teachers from the three main education sectors in Israel: secular-Jewish, religious-Jewish, and Palestinian Arab, and found stark differences in the way teachers from each sector interpreted the term. For marginalised groups (Palestinian Arab), GCE is seen as offering a way of securing a sense of belonging to a global society. For already well-resourced social groups (Jewish secular), GCE is viewed as a way of promoting global futures. Meanwhile, for the Jewish religious minority in Israel, GCE is seen as a threat to national identity and religious values. Our findings cast doubt on the unifying potential of GCE, and we conclude by calling upon scholars and policymakers to examine unique obstacles facing GCE in their various contexts.  相似文献   

2.
Role Conflict and the Dilemma of Palestinian Teachers in Israel   总被引：1，自引：1，他引：1  
This paper explores the dynamics of conflicting role expectations among Palestinian teachers in Israel while focusing on the ways by which these expectations are generated and shaped by the broader sociopolitical context of the Israeli-Palestinian conflict and its impact on the educational system. Following a brief review of the historical background and the changing role patterns among Palestinian teachers in general, the paper focuses on Palestinian education in Israel and the role of Palestinian teachers within it. The central argument is that the Israeli authorities have been systematically using formal education and the teachers' role in order to repress national identity and awareness among Palestinian students. Data from interviews with Palestinian student activists about the contribution of the formal education to their national identity is used to illustrate the dilemmas and challenges experienced by their teachers.  相似文献   

3.
This paper describes an attempt to identify factors influencing teachers’ motivation in the Arab education system. In-depth interviews with 10 school principals, 15 teachers and 3 counsellors, yielded three themes influencing Arab teachers’ motivation: (1) Arab culture, (2) the school climate and (3) government policies. Arab teachers try to meet both government requirements and the minority Arab society’s expectations that they will shape students’ academic achievements, national identity and culture. Deficient resources and Arab principals’ detached management styles augment the difficulty, negatively influencing teachers’ motivation. Suggestions are given to improve government policies and Arab principals’ work and thus to enhance teachers’ motivation.  相似文献   

4.
This article examines the educational activism of two Arab civil organizations in Israel: the Follow-Up Committee on Arab Education (FUCAE) and the Eqraa Association (Eqraa). On the one hand, it explores the possibilities and limitations of the involvement of the FUCAE in the state’s Arab education system, as a secular organization that is heavily engaged in the contentious identity politics of the Arab minority in Israel. On the other hand, it reflects on the competing yet complementary roles played by Eqraa vis-à-vis the state in the field of education, as a faith-based organization that has been operating its own independent successful initiatives in education. More specifically, this article compares the goals, strategies, activities, and sources of funding of these two organizations, thus providing insights on the role of civil society organizations, either secular or religious, on Palestinian identity formation and political mobilization in Israel. Additionally, it clarifies the meaning and characteristics of Islamic entrepreneurship and activism in education.  相似文献   

5.
This study examines the higher education experience among Palestinian Arab females in two national spaces and seeks to determine whether studying at an Arab institution of higher learning in a nearby Arab country can alleviate the emotional and economic difficulties that affect Palestinian women at Israeli universities. What can institutions of higher learning in Israel learn or derive from the proposed model to relieve the alienation and exclusion that their female Palestinian students experience? The study will compare two geographically distinct groups of women students. The first is a group of Palestinian women who attend university in Jordan, while the second consists of Palestinian women of Bedouin origin from southern Israel who study in the Jewish Israeli cultural space. The study seeks to shed light on the experience of Muslim students in Western and Muslim universities.  相似文献   

6.
This paper explores the ways in which Arab/Palestinian high school students in Israel negotiate their civic and national identities. The paper draws upon qualitative data that included semi‐structured interviews and focus groups with 20 students in an Arab Muslim high school. It focuses on the ways in which they make sense of the notion of citizenship and negotiate their position as Arab/Palestinian Muslim citizens in a Jewish state. The paper attempts to go beyond common conceptualisations of political identities of the Arab/Palestinian minority in Israel. It suggests that Arab/Palestinian students are aware of the politics of citizenship in Israel and draw upon different discourses of citizenship and meanings of inclusion in defining their belongings.  相似文献   

7.
This paper offers an assessment of the efforts to de-Arabize the Bedouin Arab youth of the Negev. We show that despite the extensive efforts to achieve this goal, they have become pronouncedly alienated from the State of Israel, and are increasingly perceiving themselves as an integral part of Israel’s Palestinian Arab national minority. The findings of our research illustrate the futility of the policy to de-Arabize the Bedouin and to instill in them the unfounded belief that they are full and equal citizens of the State of Israel. We argue that the failure of the policy in this regard is inevitable primarily for the following reason: Israel’s national identity is constructed in a manner that leaves no room for Arab culture and heritage and this identity provided the legitimization for discriminatory policies against the Bedouin, as well as against other Arab groups. Thus, the shift toward Palestinian national and cultural identity found among Bedouin youth, can be partly explained as a result of their growing awareness of this political reality and their decreasing readiness to accept it. But then again, this shift is nothing but another manifestation, albeit a sobering one at that, of the challenge facing Zionist ideology since the pre-state era, more than 50 years ago. To put it succinctly, the challenge is this: if Israel aspires to be judged as a liberal democracy and to ensure its legitimacy and political stability, it must make significant changes in its basic governing principles. It must either incorporate the culture and collective aspirations of its Arab citizens within the national identity, and/or allow them some form of political autonomy.  相似文献   

8.
The ‘Children Teach Children’ (CTC) program aimed to educate Jewish and Arab children in Israel for tolerance and coexistence is first described against the general background of coexistence programs in Israel and in other countries. Results of a study that examined the influence of the program implementation in Grade 7 in a pair of neighboring schools (a Jewish school and an Arab school) indicate differences between perceptions of students and of program coordinator–teachers regarding the achievements of the program's first year. Students' responses pointed at no change in the area of awareness to identity, a positive change in interpersonal relationships yet a worsening of stereotypes, although both Jewish and Arab students expressed the will to continue with the program and with the same class. Teachers revealed a higher degree of satisfaction and emphasized the gains of the program, mainly regarding the improvement of communication skills, disclosure of feelings, acceptance of different opinions, and the creation of an empowering group climate as a platform for the continuation of the program.  相似文献   

9.
Abstract

Living in a pluralistic society where groups are ethnically, nationally and religiously different and sometimes live in conflict with one another requires teachers to be prepared to deal with conflict-laden issues. In such societies, educational institutions in general and especially teaching colleges should not be ethnocentric but should acknowledge the experiences, cultures, and histories of different minority groups to educate for multiculturalism and to promote multi-cultural and inter-faith education. For this reason, the main purpose of this study was to investigate the manifestations of multiculturalism and multicultural and inter-faith education in two teaching colleges in Israel, one that belongs to the Arab minority and one that belongs to the Jewish majority. Seven senior staff members of each college were interviewed and asked about the way multiculturalism is demonstrated in their college and how multicultural and inter-faith education are expressed. The findings confirm that multicultural and inter-faith education have not penetrated all realms of activity in the two colleges and the gap existing between preaching multiculturalism and practicing it is still deep.  相似文献   

10.
This multiple case study examines the attitudes of 14 Islamic education teachers from Israel towards the meaning, causes and consequences of religious extremism among students in their Arab and Muslim-majority middle and high schools. These teachers define religious extremism as belief in absolute religious truth, inflexibility in religious interpretation, or strict adherence to Islamic teachings. In addition, the teachers distinguish the personal (adolescence, family problems and psychosocial needs), religious (unquestioned following of extremist imams or religion scholars; adopting of selective, literal and decontextualised readings of the religious text; influence of partisan teachers) and socio-political factors (students' feelings of fear and anger towards Israel and its unjust and oppressive role in the Palestinian–Israeli conflict) that push students towards religious extremism. Religious extremism, the teachers conclude, may lead to hatred or violence against followers of other religions, antagonism between Muslims and Jews in Israel, increased Islamophobia in Western societies, the rejection of Islam, the oppression of female students and reduced student achievement and diminished future prospects.  相似文献   

11.
This article explores some of the alternative perspectives on national identity which exist within the current Japanese education system. Analysis of official Japanese Ministry of Education policy is juxtaposed with presentation of the voices of junior high school students and pre-service student teachers to highlight the issue of the role of education in developing national identity in schools. It is argued that a wide discrepancy exists between Ministry of Education ideology, and the opinions of Japanese students and student teachers, and that these conflicting discourses raise questions about the definition, form, importance and even the very existence of education for national identity in the twenty-first century.  相似文献   

12.
Research comparing special education for Jews and for Palestinian Arabs in Israel outlines major inequalities. This situation has remained largely unchanged for decades and there is little evidential reason to believe there will be improvement in the near future. Palestinian children requiring special education are adversely affected by a combination of institutionalised discrimination and neglect and the implications of living in a traditional society that is reluctant to adopt outlooks necessary for modernising education, particularly for children with special needs. To the best of our knowledge, no overview of special education for the Palestinian minority in Israel has been published in English to date. While change is most likely to occur as a result of effective activism within the Palestinian Arab community, high rates of poverty and political marginalisation remain a daunting obstacle.  相似文献   

13.
This paper presents a study focusing on differences in Israeli Jewish and Arab chemistry teachers’ beliefs regarding teaching and learning of chemistry in the upper secondary schools. Israel is a country experiencing the problems of diverse cultural orientation of its inhabitants but applying the same educational system to its diverse cultural sectors. Education includes the same curriculum in chemistry for both the Israeli Jewish and Arab cultural sectors as well as final examinations (matriculation) set centrally by the Ministry of Education. Thus, this study can serve as a striking case for other countries facing similar cultural diversity. The study is based on two different instruments that are both qualitative and quantitative in nature. The qualitative data stem from chemistry teachers’ drawings of themselves as teachers in a typical classroom situation accompanied by four open questions. The data analysis follows three qualitative scales: beliefs about classroom organization, beliefs about teaching objectives and epistemological beliefs. A quantitative study gives insights into teachers’ beliefs about what characterizes good education. The main goal of the present paper is to determine whether both groups of chemistry teachers with different sociocultural background in Israel hold different views about education in general and chemistry education in particular. The findings provide evidence that in Israeli chemistry classrooms, the beliefs of Arabic teachers differ from those of the Jewish teachers, although both groups live in the same country and operate the same educational system.  相似文献   

14.

This paper deals with the provision of educational services and access to higher education of the Negev Bedouin Arabs in Israel, in the context of the social change this community is undergoing. The Negev Bedouin have been transformed from semi‐nomads and agriculturists to urban town dwellers. Education in general, and higher education in particular, are crucial to their adjustment and development. As members of the Arab minority in Israel, they face a number of inequities in the provision of educational services, access to higher education and access to job opportunities. The Negev Bedouin schools face additional problems related to the lack of qualified teachers and proper facilities. These schools have the highest drop‐out rates and the poorest success rates on the matriculation exams in the country. As of the 1993‐94 academic year, there were only 135 Bedouin Arab university graduates and 163 university students. Their higher education ratio is 2 per 1000, which is far below the Israeli national average of 80 per 1000. Recommendations are offered for improving the access of Negev Bedouin Arabs to higher education and their subsequent absorption into the Israeli labour market.  相似文献   

15.
This study probes the career motives of minority special-education teachers in the Bedouin Arab society of southern Israel. The results, obtained via in-depth interviews of teachers, show that the teachers aspire to become agents of social change in three spheres: In the external sphere, they aim for professional autonomy and independence within the Israeli Arab education system. The internal sphere includes a moral-awareness aspect of their society’s view of special education. The personal sphere includes a practical aspect, in which the teachers wish to upgrade their professional qualifications in order to cope better with challenges that they face in the field.  相似文献   

16.
Although the school constitutes a key cultural arena for the production and reproduction of gender identities, few studies have addressed gender discourse in educational institutions in developing societies. Such studies are especially sparse in Arab society in Israel. This study goes some way to addressing what is often absent from many sociological portrayals of young pupils and schools, since it uses the words of the teachers and students to clarify the construction of gender discourse in an Arab high school in Israel. It points to activities considered to be gendered; identifying distinctions between the sexes (if they exist) in the staff’s and students’ perceptions of educational experiences at school; and examining to what extent school authority is seen as masculine and whether the school promotes debate and socialization for equality between the sexes. The research employed an inductive methodology including ethnographic data-collection techniques: observations, focus group interviews of students and in-depth personal interviews with school role-holders. Findings indicate that a covert learning program influences gender construction in the Arab school, a program intended to maintain the existing hegemonic social hierarchy. Patriarchal control of the adolescents’ agenda appears weakened and a generation gap separates teachers from students. Voices of students and younger staff advocate deconstruction of the traditional structure and norms of Arab society, suggesting a new agenda, promoting egalitarian discourse, and new personal and collective identities. Conclusions are drawn concerning the school’s role in the deconstruction of the existing male hegemony, the promotion of gender equity. The paper provides ethnographic insights concerning the Arab high school in Israel, pointing up a need for empathetic educator-student dialogue, that will promote egalitarian perceptions and practices, listen to the voice of the younger generation and challenge residual social norms of Arab Muslim society. The findings indicate that a more open gender discourse could offer symbolic resources and/or practical tools to enhance the every-day implementation of equity in the school. The paper also suggests some new research directions.  相似文献   

17.
做好"教育部—中国移动中小学校长‘影子培训’项目",需要各方的努力和有效参与。培训机构要选好基地学校,做好两次集中培训;"影子"学员要认真制定研修计划、精心选择研修方法、及时完成研修作业;培训院校的指导教师要承担学员学习的引导者、学员生活的解困者、形影之间的沟通者、管理部门的参谋者等多重角色。  相似文献   

18.
Socio‐environmental projects involving Arab and Jewish youth in Israel are uncommon. In this study, we interviewed 16 adult leaders of two projects that were carried out in the Galilee in northern Israel, to better understand the views of the leaders and their motives. The two projects focused on mutual environmental issues and dealt with social, cultural, and political aspects with respect to the environmental context. The participants were teachers and principals of the students who participated in the projects and facilitators of two environmental organizations. We found diverse views with respect to environmental education, local environmental issues, and possible solutions. The Arab adults expressed stronger attachment to the local environment than the Jewish ones. The major projects’ goals according to the leaders included: (improving) knowledge, awareness, and environmental behavior of the students and their communities; an opportunity for taking part in community collaboration and action; an opportunity for multicultural interaction; and meaningful long‐term learning in the outdoors. Our findings highlight the importance of identifying the views of educators of diverse cultures in order to carry out future successful multicultural environmental projects. Our findings also suggest adopting critical pedagogy of place while designing and implementing such projects in sensitive regions such as Israel.  相似文献   

19.
民族地区高校进行法学双语教学,是培养复合型人才、满足社会需要的重要途径,也是教育部对高校教学的要求。在双语教学实践中,民族地区高校法学双语教学在教育观念、教育基础、师资力量、教学模式等方面都存在诸多问题,笔者认为应从民族地区高校双语教学自身特点出发,以双语教学的实效性作为立足点,找到适合民族地区特色的高校法学双语教学之路。  相似文献   

20.
A multicultural socio-environmental project that is framed in the ideas of education for sustainability brought together Jew and Arab students was investigated to identify the participants’ views of the program’s objectives and their accomplishments. We investigated the project’s strengths and weaknesses according to the participants’ views and the way culturally diverse students addressed the main local socio-environmental conflict related to conservation versus development of a local creek. The participants agreed that the environmental objectives were properly attained, while the social objectives were accomplished to a limited extent. All the participants emphasized the importance of multicultural knowledge and expected to learn and work together. We found different views of the Jewish and the Arab participants regarding expectations, collaboration and overall satisfaction, with higher expectations of the Arab students and leaders. The students’ views of the local conflict varied but were not associated with their ethnic background. We suggest that the differences between the groups result from the different positions and needs of each community, and mainly as a consequence of the difficulties that the Arab minority faces in Israel. Overall, we found that the project allowed the expression of multiple voices of both groups, and suggested an applicable program for education for sustainability in a multicultural society.   相似文献   

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