The identities of the Ethiopian community in Israel

Abstract

Purpose This study aims to investigate the linkage of identity of new and veteran immigrant students of the Ethiopian community in Israel, by examining their attitudes to children’s literature books written simultaneously in Hebrew and Amharic. The data were collected using focus groups of Ethiopian students attending a teacher training college. The main findings revealed that they referred to two major types of identity: one type is an unreconciled identity, characterized by defiance, which seeks to minimize the visibility of one’s ethnic group within the main culture and tries to adopt the hegemonic identity, whereas the other type of identity contains the original ethnic identity and – in contrast to the first type – tries to reconcile it with the hegemonic culture. Design/methodology/approach This is a qualitative study, which emphasis was on participants’ attitudes, beliefs and perceptions (Kalka, 2003). The goals of the research were to examine identity perceptions of students of the Beta Israel community, as they are exposed to bilingual literary works in Hebrew and Amharic. Findings The main findings revealed that they referred to two major types of identity: one type is an unreconciled identity, characterized by defiance, which seeks to minimize the visibility of one’s ethnic group within the main culture and tries to adopt the hegemonic identity, whereas the other type of identity contains the original ethnic identity and – in contrast to the first type – tries to reconcile it with the hegemonic culture. Research limitations/implications This paper has shed light on an important subject and it would be worthwhile to continue the study using other methodologies. Practical implications This paper contributes to the structuring of a cultural code that serves to organize social meaning and establish individuals’ identity. Social implications This awareness enriches the basis of their own values and allows them to enrich their attitude to their future pupils, for example, to recognize the value of local culture versus that of the immigrants’ place of origin, and to develop an understanding and acceptance of the diversity in the classroom. As they take part in building a multicultural Israeli education framework, dealing with identity patterns is also the key to their own integration in society. Originality/value The originality of the study lies in the usage of two new concepts – unreconciled and reconciled – as referring to the immigrants’ identities.

Ethiopian Origin Teachers in Israel: Prejudices, Pedagogical Expectations and the Pygmalion Effect in the Shadow of the COVID-19

“…Following that, the central vision that stood out in the various education committees was to place increased emphasis and a deliberate effort to integrate the multicultural teaching force who will serve as social-cultural agents, and as mediators of language and educational values. All that in accordance with the spirit of the 'melting pot' ideology which aims to educate one Jewish-Israeli joint culture (Baratz & Kalnisky, 2017;Halper, 1987;Ran, 2017). However, Nevo (2016) claims that the attempt to apply such spirit in the education system has not been successful throughout history.…”