From marginalisation to integration: Arab-Palestinians in Israeli academia

Hager, Tamar; Jabareen, Yousef T.

doi:10.1080/13603116.2015.1090488

Cited by 42 publications

(17 citation statements)

References 31 publications

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“…For Israeli-Arabs, barriers to higher education are two-fold: first, there is a lack of sufficient encouragement and preparation for higher education at primary and secondary school levels and, second, upon admittance, they encounter additional obstacles that can prevent them from reaching their potential. They lack basic knowledge about colleges and courses as well as basic skills regarding how to apply and complete admission procedures, how to finance their college education and how to define their career goals (Hager and Jabareen 2015).…”

Section: Higher Education: Challenges Of Israeli-arab Studentsmentioning

confidence: 99%

‘It’s not hard, only challenging’: difficulties and coping strategies of Arab students at a Jewish college in Israel

Cohen-Azaria

Zamir

2021

SN Soc Sci

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This study examines what difficulties undergraduate Education students from the Arab sector in Israel face in their academic studies and how they cope with them. The study is based on the qualitative paradigm of data collection and analysis, with a focus on a homogeneous group of Arab students attending a Jewish academic institution claiming to be multicultural. The study is based on in-depth semi-structured interviews with 33 students. Findings show that the difficulties the students experience in their academic studies are: a linguistic-cultural barrier, lack of prior preparation for academic studies, a low socioeconomic status, and among the female students-the gender lifestyle expected of women. The students interviewed reported that the strategies they used to cope with the difficulties they encountered in their studies were: receiving support from the college, particularly supportive and encouraging lecturers and the opportunity the college provides for learning in a homogeneous group on a multicultural campus, support from close family, desire for social change, and a serious need among the female students for self-actualization.

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Section: Higher Education: Challenges Of Israeli-arab Studentsmentioning

confidence: 99%

‘It’s not hard, only challenging’: difficulties and coping strategies of Arab students at a Jewish college in Israel

Cohen-Azaria

Zamir

2021

SN Soc Sci

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“…Yet, articulating my radical views, I am fully aware that (unlike lecturers belonging to minority groups) my affiliation with the Ashkenazi Zionist hegemony, and lately my tenure, somehow protects me from attacks by students and the college management. In this sense, I am different from Abeer and Shani whose story I chose to tell (see, for example, Feniger et al, 2014;Hager and Jabareen, 2016). Therefore, my attempt at knowledge building is always an uncomfortable and uncontainable process provoking me to explore 'how differences are constructed and the way in which these constructions are linked to processes of domination' (Moors, 1991: 122).…”

Section: Teaching Stories As Methodologymentioning

confidence: 99%

“…Although officially possessing full rights as citizens, Palestinian-Arabs have chronically suffered political, social, economic and educational discrimination as well as ongoing acts of dispossession and injustices by the state (Ghanem, 2001; Kimmerling, 2008). Moreover, the ongoing Israeli–Palestinian conflict and occasional wars on the borders of Lebanon and Syria elicit acts of hostility and aggression towards Arabs citizens of Israel who are often considered as the enemy within (Hager and Jabareen, 2016). It was fear of such offensive racist acts following the Gaza War which led Abeer to avoid bus travel.…”

Section: The Social Political and Educational Contextmentioning

confidence: 99%

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Challenging the divide? Confronting a dialogue across political margins in a feminist classroom

Hager

2018

Education, Citizenship and Social

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My article narrates and theorizes one educational moment of speaking 'across' the social and political margins in a peripheral college on the northern border of Israel. I recognize the academic space as what historian Louise Pratt titled a 'contact zone' where peoples geographically and historically separated meet within radically asymmetrical relations of power. In the Israeli academia, secular Westernized Jewish students and teachers from hegemonic groups interact with students from political and social minorities. Despite continued estrangement and mutual hostility, these encounters at times lead to unexpected moments of multicultural alliances. Feminist critical pedagogies serve to identify and create occasions for such interactions that are missing from most academic locations. However, as I demonstrate in this article, these moments which create potential unforeseen resistance to the existing power structure can easily be overlooked. The article focuses on a moment of pedagogical failure to identify an attempt by two female students to cross national affiliations and overcome mutual hostilities, expressing unforeseen solidarity with each other. Reflecting on the political and social reasons for my failure, I end the article by imagining an attempt at amending the pedagogical damage, giving the two students another chance to express their solidarity.

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“…This negative judgment which is reflected in teachers’ assessments makes it increasingly difficult for educators to foster social critique. Moreover, faculty that bring up issues of difference that either cause students discomfort, or turn the classroom into a site of conflict, may find themselves without institutional support, facing hostile students as well as antagonistic colleagues and administration (hooks, 1994; Jones and Calafell, 2012; Hager, 2015). In such cases, teachers are blamed for/accused of politicizing what should be a neutral space.…”

Section: Neoliberal Education Neoliberal Academiamentioning

confidence: 99%

The politics of neoliberalism and social justice: Towards a pedagogy of critical locational encounter

Hager¹,

Peyrefitte²,

Davis³

2018

Education, Citizenship and Social

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The neoliberalisation of higher education is gathering pace and momentum on a global scale, albeit with national differences. In this context, a number of challenges and conflicting politics are emerging especially in relation to pedagogical ethos of social justice. Our paper analyzes the general characteristics of neoliberal policy and practices worldwide, looking in particular at their impacts on students and teachers alike mainly in relation to the license to exercise critical thinking and social justice. Subsequently it suggests resisting neoliberal agenda by using radical teaching methods which consider diversity and difference as social and political assets which allow meaningful dialogue across social, ethnic, national and gender groups while working to promote equality and social justice. This theoretical background is formed the five papers composing this special issue. The authors of these articles all introduce radical and critical research and pedagogies posing struggle for social justice and against inequalities at their core-as effective tools of resistance against the oppressive and unjust conditions created by the neo-liberal agendas that are structuring education worldwide. Situated in a range of national contexts, the papers provide the ground for a pedagogy of critical locational encounter, recognizing this as a site of struggle while addressing multiple and complex relationships of power and their contestation.

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From marginalisation to integration: Arab-Palestinians in Israeli academia

Cited by 42 publications

References 31 publications

‘It’s not hard, only challenging’: difficulties and coping strategies of Arab students at a Jewish college in Israel

‘It’s not hard, only challenging’: difficulties and coping strategies of Arab students at a Jewish college in Israel

Challenging the divide? Confronting a dialogue across political margins in a feminist classroom

The politics of neoliberalism and social justice: Towards a pedagogy of critical locational encounter

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