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Teacher Education
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Search results for: Perry Hazan Lotem
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4 items
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The study explored how a group of private Haredi (ultra-Orthodox Jewish) Israeli schools legitimized an innovative non-mandatory reform. Specifically, it examined the circumstances that facilitated and hindered a coincidence of wants between the schools and the Israel Ministry of Education, which resulted in signing agreements that changed the status of the schools from private to public. The study drew on interviews and on various documents, including contracts, summaries of meetings, and work plans.
Published: 2019
Updated: Nov. 06, 2019
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Policymaking is one of the most challenging arenas in which children's participation rights are implemented. The goal of this study is to portray patterns of children's participation in public policymaking and characterize various adults' reactions to children's participation. The study draws on 116 protocols of committees operating in the Israeli parliament (Knesset) and interviews with an advisory group of children and young people who had participated on the committees.
Published: 2016
Updated: Jul. 06, 2016
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This study examines students’ perceptions of disparities between teachers’ views and the school ethos in a religiously oriented school, and dissects the implications of such disparities on the children’s right to adaptable education. The study draws on 102 essays of students enrolled in an American Jewish high school that employs a diverse teaching staff. Findings demonstrate that teacher diversity in a religiously oriented school may fulfill the children’s right to adaptable education by motivating children to engage in social perspective taking, and to interact with multiple spheres of cultural affiliations.
Published: 2016
Updated: Jan. 28, 2016
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This paper employs the provisions of international human rights law in order to analyse whether and how liberal states should regulate Haredi educational practices, which sanctify the exclusive focus on religious studies in schools for boys. It conceptualises the conflict between the right to acceptable education and the right to adaptable education in international human rights law, and analyses four case studies of Haredi education that exemplify different socio-legal approaches towards this conflict. The case studies show how education laws are transformed along the cogwheels of education policy, in which there are plural normative orders and many agents who implement them
Published: 2015
Updated: Sep. 21, 2015