Between survival and vision: Boundary-crossing Arab teachers in Jewish schools and Arab teachers in their community

Ron, Rakefet Erlich; Gindi, Shahar

doi:10.1016/j.ijintrel.2021.01.008

Cited by 5 publications

(2 citation statements)

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“…Jewish religiosity has become progressively more tied to nationalism with time, and both have gained status and political power over time (Yadgar, 2003). Previous research on religious teachers in secular schools in Israel showed that they saw themselves as professional teachers as well as representatives of their communities (Erlich Ron & Gindi, 2020).…”

Section: Israeli Minoritiesmentioning

confidence: 99%

“…Con el tiempo, la religión judía se ha ido vinculando progresivamente al nacionalismo y ambos han adquirido un estatus y poder político más elevados (Yadgar, 2003). Investigaciones previas sobre los profesores religiosos en las escuelas seculares de Israel muestran que se consideraban tanto profesionales como representantes de sus respectivas comunidades (Erlich Ron & Gindi, 2020).…”

Section: Minorías Israelíesunclassified

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Minority-Group Teachers‘ Different Attitudes toward Controversial Political Issues in Israel(Diferencias actitudinales de los docentes de grupos minoritarios en relación con las controversias políticas en Israel)

Gindi

Erlich-Ron

2021

Culture and Education

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The importance of teachers holding discussions of controversial political issues (CPI) in class is commonly acknowledged, but teachers vary in their willingness to engage in such discussions. The aim of this study is to compare different groups of minority teachers with regards to their attitudes towards CPI. Questionnaires were obtained from 282 teachers belonging to five different minority-teacher groups in Israel. Their attitudes towards conducting discussions of CPI were examined in relation to self-efficacy, acculturation attitudes and demographic variables. Multiple linear regression analysis revealed that teachers' pluralistic acculturation attitude was the most important predictor of attitudes towards CPI, followed by teachers' social self-efficacy. Arab teachers scored lower than all other groups on organizational selfefficacy and exhibited the most integrationist approaches, while teachers of low-incidence ethnic origin exhibited the most assimilationist approach. The research draws attention to the diversity of diversitythat different minority groups approach the issue of CPI depending on the nature of their relationship with the majority group, the size and political power of the minority group and its acculturation approach. RESUMENExiste un consenso general sobre la importancia de que los docentes aborden ciertos asuntos políticos controvertidos (CP) en el aula, pero la predisposición de cada uno de ellos a implicarse en este tipo de discusiones varía. El objetivo de este artículo es comparar las actitudes de distintos profesores de grupos minoritarios de Israel hacia estas cuestiones. Un total de 282 profesores israelíes de cinco grupos minoritarios distintos completaron los cuestionarios. Se exploraron sus actitudes sobre la inclusión en el aula de discusiones en torno a asuntos políticos controvertidos, y sus posibles relaciones con la autoeficacia, sus actitudes frente a la aculturación y ciertas variables demográficas. Los análisis de regresión múltiple revelaron que la pluralidad en su actitud frente a la aculturación era el predictor más importante de sus actitudes respecto a las CP, seguido de la autoeficacia social. Los docentes árabes indicaron un nivel de autoeficacia ARTICLE HISTORY

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Section: Israeli Minoritiesmentioning

confidence: 99%

Section: Minorías Israelíesunclassified