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1.
Education for multiculturalism, founded on liberal-democratic values, is a frequent topic of educational discourse that has not been ignored by Muslim Arab schools in Israel. In general, Arab society is undergoing change processes, in transition from a traditional to a modern society; traditional values are challenged, engendering social crises. This paper discusses whether the multicultural approach can be successfully imparted in a society with preexisting structured values. It focuses on the school’s role as a socialization agent that needs to adapt itself to a changing sociocultural reality, discussing the school’s involvement in creating a value crisis, since it transmits the Islamic perception of the principles, foundations, and goals of education for multiculturalism. It is concluded that education for multiculturalism in Arab schools lacks internal logic, conflicts with and even undermines the Arab society’s sociocultural values system, is inappropriate as a means to supervise the necessary change processes, and thus contributes to a values crisis.  相似文献   

2.
Despite the social equity work that still needs to be done in schools and society, many researchers, politicians, and social commentators claim that gender equity work in schools has been accomplished. These people assume that actions in school lead to gender equity outside it. But, there may be two problems with this assumption: 1) achieving equity in academic work may mask still‐inequitable gender work in schools and 2) girls’ and boys’ equal academic achievement does not promise social equality, inside or outside schools. The following study offers evidence from a recent middle school study that reveals how children’s gender identities are naturalized as neutral “student” identities, making the effects of children’s gender identity work invisible. This author argues that schooling at best maintains the inequity of the American gender status quo, and perhaps may work to actually lessen chances for women and men’s equitable life opportunities.  相似文献   

3.
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   

4.
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   

5.
The study examined the effects of gender and ethnicity on mathematics achievement on a national test and on dispositions (attitudes, perceived parental expectations, effort, and help) towards the study of mathematics of a representative sample of Jewish and Arab eighth graders in Israel. The results indicated a large ethnic gap in achievement in favor of the Jewish students. Significant gender–ethnicity interactions emerged whereby Arab girls, compared to Arab boys, attempted more items on the test. In the Jewish sample, either the reverse held true or there were no significant differences between the sexes. Arab girls also reported receiving less help in doing mathematics homework and perceived their parents' expectations for their success in mathematics as higher than did Arab boys. Jewish girls, on the other hand, perceived their parents' expectations as lower and reported investigating more effort in coping with mathematics tasks and using more supporting tools than did Jewish boys. The results were discussed in light of cultural differences between Jews and Arabs in Israeli society and their respective learning environments.  相似文献   

6.
Sexual harassment in Jewish and Arab public schools in Israel   总被引：1，自引：0，他引：1  
OBJECTIVE: Current empirical literature on sexual harassment in schools is mostly based on nonrepresentative samples of middle-class high-school Caucasian female students. Thus the scope of research regarding gender, age, and cultural differences is very limited. This article reports on findings on sexual harassment in Jewish and Arab schools in Israel with regard to gender, age, and cultural differences. METHOD: The study is part of the first national survey on school violence in Israel. The representative sample includes 10,400 students in grades 7 through 11 attending public schools in Israel. Students were asked to report whether they were victims of specific acts of sexual harassment in school during the month before the survey. RESULTS: Overall, 29.1% of the students were victims of at least one act of harassment. The more common acts were to show offensive pictures or to send obscene letters, to take off or to try to take off part of the student's clothing, and to try to kiss a student. The most vulnerable groups are the Arab boys and 8th grade students. Report rates were the lowest among Arab girls. CONCLUSIONS: Sexual harassment is prevalent in Israeli schools. The pattern of victimization is different for boys and girls and for students in Jewish and Arab schools. These patterns are a complex phenomenon that must be considered in the intervention and policy measures addressing sexual harassment at school.  相似文献   

7.
ABSTRACT

It is widely argued that engineering education needs to change in order to attract new groups of students and provide students with knowledge appropriate for the future society. In this paper we, therefore, investigate and analyse Swedish universities’ websites, focusing on what characteristics are brought to the fore as important for tomorrow’s engineers. The data consist of text and pictures/photos from nine different Engineering Mechanics programme websites. Using a critical discourse analysis approach, we identify three societal discourses concerning ‘technological progression’, ‘sustainability’, and ‘neoliberal ideals’, evident in the websites. These discourses make certain engineering identities possible, that we have labelled: traditional, contemporary, responsible, and self-made engineer. Our analysis shows that universities’ efforts to diversify students’ participation in engineering education simultaneously reveal stereotypical norms concerning gender and age. We also argue that strong neoliberal notions about the self-made engineer can derail awareness of a gendered, classed, and racialized society.  相似文献   

8.
Two‐way immersion is a model for bilingual education designed to help language‐minority students develop additive bilingualism while at the same time offering language‐majority students a chance to learn a second language. There is a great deal of rhetoric around two‐way immersion that claims these programs aim to improve overall equity among diverse groups of learners. The article begins with a brief review of the available research on two‐way immersion education. Then, using Bakhtin’s concept of dialogue and Bourdieu’s and Gee’s ideas of discourse/Discourse, this article takes a close‐up look at the discourse patterns in one second‐grade two‐way immersion classroom in Northern California, with an eye to uncovering how the teacher deliberately attempts to expose students to ‘alternative’ discourses and to lead language‐minority students to construct positive identities as learners. The ultimate question the article attempts to address is whether and to what extent any classroom program can create lasting change in the larger society through exposing students to ‘alternatives’ to mainstream dominant discourses within the context of classroom norms and activities.  相似文献   

9.
This ethnographic study explores what happens in the lives of two 1.5-generation undocumented Latino youth that results in academic engagement or disengagement. It examines how turning points, policy, language proficiency, school structure, economic needs, and family and personal circumstances affect academic identities. Findings reveal how students’ agency can make a big difference in explaining the high school graduation of youth who are proficient in English. Consequently, labeling students as low or high achievers disregards the fluidity of their academic identities as well as their capacity to change their academic trajectories within society’s structural limitations.  相似文献   

10.
The concept of space is gaining increased attention in studies of sexuality and gender, not least those focusing on heterosexism and heteronormativity. Such studies have demonstrated that space is sexualised, gendered and actively produced. In this article, we present the findings from an ethnographic study of two Icelandic upper secondary schools. One is a traditional academic school in Reykjavík (the capital city) and the other is a mixture of a vocational and an academic school, located in a small urban community in the northern part of the country. In addition to the ethnographic component of the research, five former and current lesbian, gay, bisexual and transgender (LGBT) students from the two schools were interviewed. We describe how different spaces are constructed through the discourse of heterosexuality and hegemonic gender performances. In doing so, we focus on the processes of inclusion, exclusion and queering of different spaces, and the interplay of these processes in constructing sexuality and gender. The findings indicate that the spaces observed, which are depicted in this article as three stories, included and excluded both LGBT students and other students who did not conform to the dominant norms. These same spaces were also a platform for various queering activities, where alternative discourses could be established and even disturb the dominant discourse of heterosexuality and normativity, whether in terms of gender performances or bodily appearances.  相似文献   

11.
The current study addresses student perceptions of math and science professors in the Middle East. Gender disparity in science, technology, engineering, and math (STEM) education continues to exist in higher education, with male professors holding a normative position. This disparity can also be seen in the United Arab Emirates. As female participation in STEM education lags behind men, it is possible that gender stereotypes may influence students’ first impressions of male and female instructors. The United Arab Emirates provides a unique context to study this phenomenon as it is a traditional patriarchal society that is highly dependent on the engineering discipline, especially within the oil and gas sectors. A total of 176 undergraduate students from 2 universities in the United Arab Emirates completed a survey about teaching effectiveness based on their perceptions of photographs of hypothetical male and female instructors. A factor analysis of survey items revealed 2 main subcategories of teacher effectiveness: namely teacher warmth and professionalism. A 2-way between-groups analysis of variance was conducted to explore the impact of teacher gender and student gender on perceptions of overall teaching effectiveness, as well as their perceptions of teacher warmth and professionalism. Findings revealed that there was a significant cross-gender effect on student perceptions of math and science instructors in the United Arab Emirates.  相似文献   

12.
Israel is a multi-cultural society with a Jewish majority and a large Arab minority. This study aims to examine whether Israeli Arab and Jewish students have different motivations and consider different factors when choosing a college for postgraduate studies. A case study, during the academic year 2010–11 administered questionnaires to 290 Jewish and Arab postgraduate students in a private academic college in order to investigate students’ motivations for postgraduate studies and choice of college. Findings indicated that the strongest motivation expressed by all the students is a desire for self-fulfilment. Motivation for social mobility and to help to empower their society is more important for Arab students. Convenience considerations (proximity to home, flexible entrance standards and employment prospects while studying) determined college choice for Jews and Arabs more than college reputation and teaching quality. Yet Arab students attach more importance than Jewish students to the college’s quality. It is concluded that postgraduate programmes should be more sensitive to diverse students’ needs.  相似文献   

13.
ObjectivesThe current study presents the prevalence of students’ reports of physical and emotional maltreatment by school staff and examines the differences between these reports according to the students’ category of involvement in school bullying (only bullies, only victims, bully-victims, and neither bullies nor victims).MethodThis study is based on a large, nationally representative sample of 16,604 students in grades 7–11 in 324 schools across Israel, who completed questionnaires during class. Using Multivariate Analyses of Variance (MANOVA), the study explores the differences between bully-victim group memberships on their reports of staff maltreatment. It also examines the interaction of students’ gender, nation (Jewish vs. Arab students) and school level (junior high vs. high school student) with physical and emotional maltreatment.ResultsSignificant MANOVA results were found for gender (boys more than girls), nation (Arabs more than Jews) and bully-victim group membership for both emotional and physical maltreatment. Post hoc follow-up analyses revealed that bully-victims reported significantly more staff maltreatment than other students, followed by bullies and victims. Students who were not involved in bullying reported the lowest levels of staff maltreatment. In addition, the interaction analysis revealed that differences in bully-victim subgroup membership vary by gender, nations and school level in both physical and emotional maltreatment.ConclusionThe findings showed that levels of staff maltreatment toward students vary according to the category of students’ involvement in bullying, with bully-victims boys being at the highest risk. These findings mirror past research suggesting that bully-victims present multiple challenges for school staff and they are in need for special attention.Practice implicationThe findings emphasize the need to invest more efforts in helping bully-victims that were found at highest risk for staff maltreatment in both Jewish and Arab schools. Furthermore, it is essential to support teachers to help them cope effectively with difficult situations without resorting to aggression. To achieve this goal, training opportunities for teachers in Israel and other countries need to be expanded. This intervention should be designed and implemented from a “whole school” approach that includes students, school staff, and parents.  相似文献   

14.
This study investigates the managerial career development of two Arab women, pioneer principals within the Arab education system in Israel. Using in-depth interviews relating to the characteristics of the different stages leading up to and within their careers as school principals (childhood and academic studies; the struggle to achieve the position; and the period in their position as principal), the study reveals the characteristics and evolution of their managerial style. The research findings indicate that these are two highly motivated women who dared to swim against the tide from an early age and achieved their positions, albeit with the support of their families, but not without serious battles. As the first women principals in their communities they continue to develop, while coping with the norms of Arab patriarchal society, where they need to prove that, despite their gender and the associated expectations, they are effective leaders. This necessitated their initial adoption of an authoritarian administrative style, which they eventually adapt into a more empathetic style. The study contributes to the study of female management styles by showing the evolution of the two women's management styles within the context of their traditional society, thereby questioning previous studies that see women's management styles as a static phenomenon.  相似文献   

15.
An inquiry-oriented laboratory in chemistry was integrated into the chemistry curriculum in Jewish high schools in Israel, and after a short period was also implemented in Arab sector. In this study, we investigated the effect of culture on the perceptions of laboratory classroom learning environments by comparing the perceptions of Arab and Jewish high school students who learned the inquiry-oriented chemistry laboratory. The learning environment is influenced by student-teacher relationship and we thought that this relation is an important issue in the inquiry laboratory and is different between the Arab and Jewish populations. However, until recently, the Arab teachers have remained in the centre of the learning process and their students perceived them as the main source of knowledge and information. In this study, we used both quantitative and qualitative methods to determine whether the laboratory learning environment was different in Arab and Jewish classes that learned in the inquiry-oriented laboratory in chemistry. A statistical comparison of Arab and Jewish inquiry groups revealed significant differences in their actual and preferred perceptions. From the qualitative part of the study, we found that the teachers and students from the Arab and Jewish sectors were statistically similar in the categories that we measured during the inquiry phase, but they were statistically different during the pre-inquiry phase of the laboratory. From the interviews with the teachers and the students, we found that there were differences in the student-teacher relationship between the two sectors.  相似文献   

16.
Abstract

This article discusses strategies used by Arab principals and teachers in Israel to cope with dilemmas involved in education for national identity stemming from conflict between two national narratives. While the Israeli Ministry of Education expects the Arab education system to educate students according to the Jewish State’s values, Palestinian Arab society expects its schools to educate its children according to Palestinian Arab national-cultural values. A qualitative research employed a semi-structured interview to elicit views on this issue from 7 principals and 14 teachers in the Arab education system in Israel. The findings indicate a conflictual reality. Interviewees expressed fear, humiliation and affront when required to obey Ministry of Education instructions in contradiction to attitudes prevalent in their society. They therefore developed coping strategies to foster students’ national identity without disrupting the necessary balance; primarily the construction of a covert learning program through manipulations in the official overt learning program. This study contributes to our understanding of minority education in a reality of conflict between the state and its national minority.  相似文献   

17.
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18.
Estonia is a post-communist Baltic state in which neoliberal market ideologies and still prevailing socialist norms exist side by side in educational policies and practices. It is no longer self-evident what is ‘normal’ and what is ‘problematic’. Special education class for students regarded as having problems is a new innovation in Estonia. The paper analyses the history and current changes and discusses how a ‘problem child’ is constructed in Estonian teachers' perceptions and in the pedagogical methods used with these children. The paper draws on teachers' writings and on an ethnographic study in a special education class. Some comparisons with Finnish educational policies and ethnographic research on secondary schools are made. The findings suggests that in Estonia, a ‘problem child’ is a student who does not conform to the norms of the school, and in focus is behaviour that disturbs the teacher: problems in relation to schools' regulations of time, voice, embodiment and equipment, lack of engagement and unruly behaviour. We reflect the Estonian case with some comparisons with Finland using the concept ‘professional pupil’ introduced in an ethnographic research.  相似文献   

19.
The aim of this article is to study how young people view themselves as learners within educational trajectories, as an alternative approach to today’s emphasis on performance and standardisation. We study different learner positionings in transitions from one level of schooling to another, using the analytic concepts of ‘positional identities’ and ‘figured worlds’. The ethnographic data were collected over a two-year period as part of a large-scale ethnographic study in a suburban area of Oslo with a large percentage of families with immigrant backgrounds. We focus on two girls (aged 15) who represent different educational trajectories and positional identities. Their case histories illustrate how positional identities in educational transitions are a complex web of formal and informal influences beyond school. The students experience different trajectories and changes in positional identities as learners when entering upper secondary school, which have implications for their future orientations.  相似文献   

20.
This article presents an empirical study of a seventh-grade Talmud class in a religious boys' school in Israel. This case study touches upon and attempts to elucidate aspects of several broader areas. It is fundamentally an example of the transmission of culture, values, and culturally valued text in a schooling context, which exists within a larger societal framework. Using ethnographic methods, and informed by discourse analysis in general and classroom discourse in particular, the study reflects upon the relationship between schooling and its surrounding society and the constraints put into place by the very structures of the institution of school on the study of Talmud.  相似文献   

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