The experiences of Arab teachers in Jewish schools in Israel

Saada, Najwan; Gross, Zehavit

doi:10.1016/j.tate.2018.11.012

Cited by 26 publications

(20 citation statements)

References 33 publications

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“…The ongoing Israeli-Palestinian conflict is well documented. Educational attempts to work toward co-existence, anti-racism, and understanding have emerged through, for example, incorporating Arab language, religion, and culture into Jewish schools (Saada and Gross, 2019). The broad challenge for schools and educators in Israel is captured by Busharian (2016, p. 9), in noting that “The great difficulty is that the education system is expected to work toward the social goal of greater equality of opportunity while diverse social, political and economic entities labor to achieve other goals, sometimes even contrary ones .…”

Section: Research Context and Methodsmentioning

confidence: 99%

Teacher Leadership Development: Building Bridges not Borders between Israeli Jewish and Palestinian Educators

Dajani

Katz-Berger

King³

et al. 2020

Jnl of Research in Internatl Education

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Teacher leadership development receives considerable attention in many educational reforms across the globe. This article reports on a unique partnership in Jerusalem that brings Israeli and Palestinian educators together to cultivate teacher leaders who facilitate professional communities and support continual improvement in teaching and learning. The research design involves participatory action research and draws on theoretical frameworks of democratic education, productive professional discourse, and authentic intellectual work. Findings focus on the enhancement of multicultural training, increased depth of pedagogical discussions, and improvement in leading teacher learning communities. The conclusions consider the ways in which a few bridges are overcoming both real and perceived borders in a region of persisting cultural tension and conflict, as the teacher leaders and co-authors developed an emerging common understanding of a shared conception of professional practice across three languages, and a growing mutual respect for the ‘other’.

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Section: Research Context and Methodsmentioning

confidence: 99%

Teacher Leadership Development: Building Bridges not Borders between Israeli Jewish and Palestinian Educators

Dajani

Katz-Berger

King³

et al. 2020

Jnl of Research in Internatl Education

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“…Arab teachers cope with adaptation barriers to their "alien" organizational arena, but often they overcome their fear of the other and create positive relationships with their Jewish counterparts (Shield et al, 2011). They face many dilemmas, though, deriving from the gap between their Palestinian identity and their professional identity (Saada and Gross, 2019). Sion (2014) found that Jewish teachers expect their Arab counterparts in the school to hide their Arab identity and as a result the latter group of teachers tends to feel lonely, isolated and vulnerable.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…, 2011). They face many dilemmas, though, deriving from the gap between their Palestinian identity and their professional identity (Saada and Gross, 2019). Sion (2014) found that Jewish teachers expect their Arab counterparts in the school to hide their Arab identity and as a result the latter group of teachers tends to feel lonely, isolated and vulnerable.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Emotional closeness and emotional distance among schoolteachers: the case of Arab teachers who teach in Jewish schools

Oplatka

Elmalak-Watted

2022

JPCC

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PurposeThe aim of the current study was to explore emotional closeness and emotional distance between Arab teachers who teach in the Jewish State Educational System and their Jewish counterparts in the school.Design/methodology/approachThe research used semi-structured interviews with 16 Arab and Jewish teachers in Israel.FindingsThe authors identified patterns of emotional closeness and emotional distance among Arab and Jewish teachers, perception gaps among Jewish and Arab teachers and the factors affecting emotional closeness/distance among them. Empirical and practical implications are suggested.Originality/valueThe study sheds light on the emotional aspects of multicultural educational teams and workplaces and increases our understanding of the complexity of teacher emotion in multi-ethnic and multi-religious staffrooms.

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“…Israeli Arabs are what Kymlicka (1995) would classify as a national native minority that obtained citizenship in a process that began following Israel's War of Independence. For the Jewish majority, Israel is the realization of the Jewish people's right to self-determination in its historic homeland and an aspiration for the ingathering of exiles, whereas for the Arab minority, the establishment of Israel entails historic injustice, exclusion and alienation (Agbaria, 2018;Saada & Gross, 2019). From its establishment, Israel has declared that it will become a refuge for Jews around the world who wish to immigrate.…”

Section: Israeli Minoritiesmentioning

confidence: 99%

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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The experiences of Arab teachers in Jewish schools in Israel

Cited by 26 publications

References 33 publications

Teacher Leadership Development: Building Bridges not Borders between Israeli Jewish and Palestinian Educators

Teacher Leadership Development: Building Bridges not Borders between Israeli Jewish and Palestinian Educators

Emotional closeness and emotional distance among schoolteachers: the case of Arab teachers who teach in Jewish schools

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)

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