Arab civil society and education in Israel: the Arab Pedagogical Council as a contentious performance to achieve national recognition

Agbaria, Ayman K.

doi:10.1080/13613324.2012.759930

Cited by 17 publications

(9 citation statements)

References 21 publications

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“…A range of scholars have outlined how the political culture and the educational institutions in Israel are spheres pervaded by hegemony. For example, the citizenship and history curricula promote a Jewish-Israeli narrative and identity (Al-Haj, 2005; Bar-Tal, 1998; Firer, 1998; Pinson, 2007b, 2013) while omitting Palestinian and Arab identities, culture, and narratives (Agbaria, 2011, 2015; Pinson, 2007a, 2008). The lack of recognition of Palestinians in Israel as a collective with a common identity and heritage stands in stark contrast to the strong emphasis on the heritage of the Jewish people (Abu-Saad, 2004; Agbaria et al, 2015; Ichilov, 2008).…”

Section: Setting the Context: Citizenship Education In Israelmentioning

confidence: 99%

Agents of the nation-state or transformative intellectuals? Exploring the conflicting roles of civics teachers in Israel

Muff

Bekerman

2017

Education, Citizenship and Social

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This article focuses on the role of the civics teacher against the backdrop of the recent political developments in Israel, where the political elite increasingly seeks to underpin citizenship education with a national-religious ideology. As in previous work on this topic by other academics, we draw on Gramsci’s work on cultural hegemony to locate the hegemonic discourse of citizenship education in Israel and focus on the teacher’s role along the spectrum of being an agent of the nation-state to acting as a transformative intellectual. We have interviewed Jewish-Israeli civics teachers to gain a better understanding of how they mediate their role between the different demands that the politics of civic education in Israel imposes on them. Our findings outline how teachers sometimes tend to reproduce the hegemonic discourse and how they also find ways to rebel against it, drawing on counter-hegemonic strategies in their classroom practice.

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Section: Setting the Context: Citizenship Education In Israelmentioning

confidence: 99%

Agents of the nation-state or transformative intellectuals? Exploring the conflicting roles of civics teachers in Israel

Muff

Bekerman

2017

Education, Citizenship and Social

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“…Controlling the Arab education system that serves this minority is part and parcel of these hierarchical strategies, which include unequal allocation of state resources, lack of recognition of the Palestinian minority's cultural needs and marginalization of the influence of Arab leadership on education policy (e.g., Al‐Haj, ; Abu‐Saad, , ; Abu‐Asbe, ; Agbaria , ). Despite the fact that Arab schools teach in Arabic, the literature mentioned above is consistent in observing the absence of recognition of the Palestinian collective identity.…”

Section: Research Contextmentioning

confidence: 99%

“…Consequently, the curricula for the subjects of history and civics have become fertile ground for political conflict in which the regulative and normative powers of the state collide with the counterforce of Arab civil society organizations (Agbaria, ). During the past two decades, as these organizations have been deeply involved in empowering the Palestinian minority vis‐à‐vis the state by promoting processes of mobility, development and democratization (Jamal, , ), they have likewise become more proactive in mobilizing initiatives of politics of recognition in the education field (Agbaria, , ). As politics become more divided, the economy more privatized and civil society more diverse, the central government's capacity to impede minority mobilization for equality and recognition, including in the field of education, has considerably diminished (Haklai, ).…”

Section: Research Contextmentioning

confidence: 99%

‘In your face’ democracy: education for belonging and its challenges in Israel

Agbaria

Mustafa

Jabareen

2014

British Educational Res J

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This article will juxtapose the goals and implications of two pedagogical programmes that promote education for belonging in Israel. Representing the official knowledge of the Ministry of Education, the first is the ‘100 Concepts in Heritage, Zionism and Democracy’ curriculum. The second, which embodies the counter knowledge produced and disseminated by Arab civil society organizations, is entitled ‘Identity and Belonging: The Basic Concepts Project for Arab Pupils’. The article grapples with the attempts of Israel to impose a state‐standardized version of education for belonging, as well as the active resistance to this by Arab civil society in Israel which provides an alternative one. The article argues that the concepts included in the curriculum posed by Arab civil society, albeit controversial and challenging to the very definition of Israel as both a Jewish nation state and a democracy, should be considered an act of citizenship, rather than a sign of radicalization and separatism. Indeed, the alternative curriculum constitutes a political and ethical act of ‘in your face’ democracy, which is deeply confrontational and interruptive. The paper is organized into three sections. The first explicates the politics of recognition as a theoretical framework for this study. The second unit presents both curricula and compares and contrasts the two. The third and final section offers concluding thoughts regarding the interplay of the rival Palestinian and Israeli historiographies in the struggle over canonizing and standardizing a collective narrative through the Israeli education system.

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“…In addition, the principal needs to map the existence of the role of social figures to develop an approach, strategy, and effective interaction model in communicating creative ideas based on identified local themes. The principal has a huge opportunity in the form of community leaders to be approached wisely to strengthen the principal's existence and develop school programs (Agbaria, 2015;Banks, 1997;Tilaar, 1998). With each of the characteristics, roles, and functions of community figures, they can be maximized to increase the variety of needs for school development, especially through the exploration of pitutur luhur values.…”

Section: Introductionmentioning

confidence: 99%

“Gethok Tular” as the Leadership Strategy of School Principals to Strengthen Multi-Stakeholder Forum Role in Improving the Quality of One-Roof Schools in Remote Areas in Indonesia

et al. 2020

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This study aimed at finding an effective leadership strategy carried out by one-roof school principals in remote areas. This study was conducted qualitatively with a multi-site approach. The data were obtained from the school principals as key informants and focus group discussion (FGD) involving all school principals, Indonesian Institute of Education Innovation Training and Consultant (LPKIPI), education staff, school supervisors, and stakeholders as the participants and resource persons. Findings suggested that (a) the problems encountered by one-roof school principals in the remote areas were significantly related to culture, economy, demography, geography, and historical aspects, (b) the characteristics of success of school principals in remote areas include a clear vision, high-spirit performance, andhab asor (low profile), active involvement in various social activities, strong motivation for continuous learning, open to feedback, having commitment to cooperate with various parties, having a high awareness that school is an educational system and the essential part from the social system in general, persistent, high confidence that they are not alone in carrying out school policies, creative, able to see the context in various perspectives, patient, polite, warm, and smart or attractive, (c) “Gethok Tular1” is the most effective leadership strategy to strengthen the role of multi-stakeholder forum (MSF), and (d) the involvement of MSF members needs to be done selectively and effectively through the identification of TKU, intensive communication with TKU, identification of other figures, discussions, and sharing roles and strengthening MSF on an ongoing basis.

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Arab civil society and education in Israel: the Arab Pedagogical Council as a contentious performance to achieve national recognition

Cited by 17 publications

References 21 publications

Agents of the nation-state or transformative intellectuals? Exploring the conflicting roles of civics teachers in Israel

Agents of the nation-state or transformative intellectuals? Exploring the conflicting roles of civics teachers in Israel

‘In your face’ democracy: education for belonging and its challenges in Israel

“Gethok Tular” as the Leadership Strategy of School Principals to Strengthen Multi-Stakeholder Forum Role in Improving the Quality of One-Roof Schools in Remote Areas in Indonesia

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