Models Governing the Education of New Immigrant Children in Israel

Eisikovits, Rivka A.; Beck, Robert H.

doi:10.1086/446916

Cited by 24 publications

(17 citation statements)

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“…Since the 1990s, Israeli immigration policies could serve as a good example for an integrative, culturally pluralistic model (Bardach, 2005;Eisikovits & Beck, 1990;Yakhnich, 2008). The policy has been based on three principles: cultural pluralism in integration, utilizing the socializing force of informal settings, and social transaction.…”

Section: I-----------------------------------i-----------------------mentioning

confidence: 99%

The Youth Village: A Multicultural Approach to Residential Education and Care for Immigrant Youth in Israel

Grupper

2013

IJCYFS

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Migration, which has increased in the age of globalization, elicits a range of responses from the host countries, ranging from passive tolerance to active support of the newcomers. These responses affect many aspects of public life, most notably education, and the way immigrant youth are being either included or excluded. Residential care, which is known to be a powerful social instrument, is often used by societies for solving complex problems of children and young people. While many countries consider residential care an alternative of last resort, in Israel, these structural features of residential care institutions have been used for supporting young immigrants experiencing difficulties during the most crucial stage of the cross-cultural transition process. This paper presents the youth village, a unique Israeli residential educational model, highlighting the great potential of residential education and care programs for coping with the challenge of successfully integrating migrating youth. However, residential care methods and concepts are changing a lot and this influences how residential care programs are working with immigrant youth today.

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Section: I-----------------------------------i-----------------------mentioning

confidence: 99%

The Youth Village: A Multicultural Approach to Residential Education and Care for Immigrant Youth in Israel

Grupper

2013

IJCYFS

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“…Although it is not possible to know from the interviews what the absorption policy in the institution to which each of the participants related in his/ her example, it is possible to assume that the absorption policy within each school had an effect on the extent to which their difficulties were taken into consideration. Eisikovitz and Beck (1990) found in their research that schools in Israel vary in the model of absorption that characterizes their approach towards immigrant students. There are schools that emphasize the assimilation model and others that emphasize the integration model.…”

Section: Discussionmentioning

confidence: 99%

Professionals’ approach towards discipline in educational systems as perceived by immigrant parents: the case of immigrants from the former Soviet Union in Israel

Shor

2005

Early Child Development and Care

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In the process of acculturation to their new country, immigrants often encounter a common expectation that they will adjust their views to those common in the mainstream culture. However, since adjustment is a long-term process, differences in the perceptions of the appropriate disciplinary approach towards children may arise between immigrant parents and professionals in educational systems. When differences occur, they could possibly lead to conflicts and difficulties in collaboration between parents and professionals. The objective of this study has been to examine how the immigrant parents perceive professionals' responses to their children's misbehavior in educational settings and what their expectations are as to how these professionals should respond. The results of this study, conducted with 104 immigrant parents from the Former Soviet Union in Israel, indicate that conflicts which the immigrant parents experience in that setting could be characterized primarily as culturally-based disagreements about how professionals in educational systems should discipline children when they misbehave, in which situations intervention is needed, and how to respond to children's misbehaviors when immigration-related difficulties contribute to the misbehaviors. Suggestions to bridge the gaps between immigrant parents and professionals in schools and kindergartens are provided. IntroductionOne of the barriers that immigrant parents may encounter during their adaptation to their new country is differing views about ways in which professionals in educational institutions should respond to their children's misbehaviors. These differences may lead to conflicts and difficulties in collaboration and problem-solving between immigrant parents and the professionals, as well as to difficulties in the immigrants' absorption. These conflicts and misunderstandings may result from differences between the immigrants' worldview and the common worldview in the educational system in their new country. The concept of worldview helps to illustrate how diverse individuals and cultural groups tend to experience the world in different ways; that is, according to differing beliefs, attitudes and values that are not necessarily being expressed overtly, but that are inherent in the life of a culture (Brown & LandrumBrown, 1995).The focus of attention in the professional literature relating to the perceptions of immigrant parents about children's misbehavior has been on how professionals should judge immigrant parents' perceptions of and responses to such behavior. This has occurred because of the rise of attention in recent years to the issues of child abuse and neglect, and the need for cultural sensitivity on the part of professionals, such as teachers, who are in a position to identify and report such situations in immigrant populations (Shor, 1997). However, an important component of developing cultural sensitivity is developing an understanding not only about the immigrants' actions, but also about how the immigrants perceive the professional...

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“…National ideology during the early waves of immigration to Israel emphasized the relinquishment of prior cultural ties and the adoption of the 'new order'. While later Israeli society was to pay a heavy price for this ideology (Eisikovits & Beck, 1990;Lerner et al, 1994), the transition of Moroccan immigrant to Israel was often traumatic, frequently causing crises in the individual as well as the family (Palgi, 1963).…”

Section: Cultural Transition and Immigrant Moroccan Women In Israelmentioning

confidence: 99%

Traditional versus Western perceptions of mental illness: women of Moroccan origin treated in an Israeli mental health center

Latzer¹

2003

Journal of Social Work Practice

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Models Governing the Education of New Immigrant Children in Israel

Cited by 24 publications

References 0 publications

The Youth Village: A Multicultural Approach to Residential Education and Care for Immigrant Youth in Israel

The Youth Village: A Multicultural Approach to Residential Education and Care for Immigrant Youth in Israel

Professionals’ approach towards discipline in educational systems as perceived by immigrant parents: the case of immigrants from the former Soviet Union in Israel

Traditional versus Western perceptions of mental illness: women of Moroccan origin treated in an Israeli mental health center

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