Search results for: Bekerman Zvi
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The goal of this study is to gain a better understanding of the experiences of Palestinian-Israeli minority teachers when teaching at majority state Hebrew secular schools in Israel. Specifically, the objective is to describe and analyze the role of the teachers’ work-related experiences in shaping their sense of self-efficacy, job satisfaction, acculturation process, and how all these affect their feelings regarding their potential role in helping break down stereotypes and misconceptions about the Palestinian-Israeli minority. Data were gathered from 15 interviewees, who described their experiences, feelings, and perspectives about their work.
Updated: Jun. 13, 2019
In the present article, I discuss current and past peace and reconciliation educational eﬀorts conducted between Palestinians and Israelis. I concentrate on the educational initiatives conducted for Jewish- and Palestinian-Israeli citizens and not on those less common taking place between Israelis and Palestinians in the Palestinian Authority.
Updated: Aug. 15, 2018
Advocates of integration and cross cultural contact believe schools have a seminal role to play in perpetuating or breaking the cycle of violence and division in conflicted societies. Historically, segregated schools are the norm in such societies. An alternative educational model is provided through integrated schools—schools where children from different national, ethnic, or religious groups are deliberately educated together. Integrated schools are believed to be essential in contributing to the healing of the wounds that afflict conflicted societies, easing the path toward peace, reconciliation, and integration.
Updated: Oct. 25, 2017
This special issue of Diaspora, Indigenous, and Minority Education, presents theoretical and empirical scholarship on some of the most pressing issues within the field of Jewish education today. If much of 20th-century Jewish communal discourse centered around who was a legitimate member of the community, the articles in this issue reflect a dramatic shift in favor of more experiential and fluid paradigms of identities that capture the dynamic nature of living as a Jew in culturally diverse societies.
Updated: Jul. 30, 2013
Jewish educators are expected not only to imbue their students with Jewish knowledge but with Jewish feelings and Jewish actions as well—in short, with Jewish identity. However, in spite of a growing understanding among researchers that identity is fluid and dynamic, many of the traditional methods for assessing Jewish identity reflect essentialist concepts of identity that assume Jews and their Jewishness remain unchanging across various contexts. Our intention in this article is to review briefly some of the ways in which traditional methods of studying Jewish identity reveal problematic conceptualizations, and to suggest an alternative that seems to us more in keeping with constructivist concepts of identity.
Updated: Sep. 27, 2011
This article presents an empirical study of a seventh-grade Talmud class in a religious boys' school in Israel. This case study touches upon and attempts to elucidate aspects of several broader areas. It is fundamentally an example of the transmission of culture, values, and culturally valued text in a schooling context, which exists within a larger societal framework. Using ethnographic methods, and informed by discourse analysis in general and classroom discourse in particular, the study reflects upon the relationship between schooling and its surrounding society and the constraints put into place by the very structures of the institution of school on the study of Talmud.
Updated: Jul. 01, 2009
In this article, the authors investigate the paradox of fundamentalists who are the ones to embrace a highly modern narrative and that it is the modernists who oppose it by portraying the educational efforts of the Chabad Movement to introduce young Israeli trekkers in Southeast Asia, from secular, Zionist backgrounds, into a religious lifestyle.
Updated: Jun. 08, 2009