“Glocal” neoliberal trends in Israeli education: The case of religionization

Sabbagh, Clara

doi:10.1016/j.ijedudev.2019.05.004

Cited by 13 publications

(4 citation statements)

References 45 publications

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“…This group-centric behavior results in Japanese organizations tending to force information sharing and value corporate trust and loyalty [16]. One of the main challenges shaping the Israeli education system in the recent decade is pressure from the government to be more globally competitive and embed the Jewish religion across the system [41,42].…”

Section: Cultural Differences Between Japan and Israelmentioning

confidence: 99%

Risk Perceptions and Public Acceptance of Autonomous Vehicles: A Comparative Study in Japan and Israel

et al. 2022

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Autonomous vehicles (AVs) are rapidly transforming the automotive industry due to rising consumer interest in these vehicles worldwide. However, few studies have compared different countries in terms of public acceptance of AVs. This study compares public acceptance of AVs as a function of risk perceptions in two countries leading the AV industry—Japan and Israel. We set our study within the risk-as-feelings framework. In contrast to “risk as analysis,” which invokes factual reasoning to bear on risk assessment and decision making, “risk as feelings” takes affective cues such as the sense of dread and unfamiliarity into judgments of risk. To this end, we conducted two web-based surveys in Japan in 2017 and Israel in 2021. In a between-subjects design, we manipulated introductory video information to portray various combinations of risk factors commonly associated with AVs: system errors, external interferences with car controls (e.g., hacking), and the inability of the AV to cope with unexpected events. Next, participants were surveyed about how they perceive the risks of AVs and other well-known technologies and activities. Results showed that acceptable risk, perceived risk, and perceived benefit of AVs were all generally higher in Israel than in Japan. The opposite pattern was found for a “risk adjustment factor,” suggesting that the Japanese seek more safety before acceptance than Israelis. Furthermore, we conducted a factor analysis on seven risk dimensions, resulting in a two-factor model of dread and unfamiliarity. Cognitive mapping of AVs and other technologies and activities in the two-factor plane revealed that the AV technologies we studied (i.e., AV-car levels 3 and 4; AV-bus levels 3 and 4) have high unfamiliarity risk but moderate dread risk compared to technologies and activities such as smoking, flying, and handguns. After exposure to video-based educational content, unfamiliarity risk was less influential but dread risk—in particular, related to human-made risks—became more influential. The results indicated that manufacturers and policymakers should emphasize mitigating human-made risks instead of focusing on improving public familiarity with AVs to garner trust and improve public acceptance of the technology.

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Section: Cultural Differences Between Japan and Israelmentioning

confidence: 99%

Risk Perceptions and Public Acceptance of Autonomous Vehicles: A Comparative Study in Japan and Israel

et al. 2022

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“…The built-in tension in parent–teacher relations is exacerbated by neoliberal trends, and the rise of transparency and consumer ethos in the educational system, where the customer is at the center (Hargreaves, 2000; Jeffrey and Troman, 2012; Sabbagh, 2019). The position taken by parents was reinforced over time, and their demands for information and influence are perceived as legitimate.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Riding the tiger: professional capital and the engagement of Israeli kindergarten teachers with parents' WhatsApp groups

Turin¹,

Davidson²

2022

JPCC

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PurposeThe current study examines the ways preschool teachers handle parents' WhatsApp groups. The study explores the associations between professional capital, perception of the application, and communication patterns with the parents utilizing WhatsApp, an instant message application.Design/methodology/approachA group of 214 Israeli preschool teachers were sampled using a survey questionnaire. The independent variables were two components of professional capital: (1) human capital, measured by tenure and income and (2) social capital, measured by the type of locality and the teacher's place of residence, in or outside the kindergarten's neighborhood. The dependent variable was the general perception of the app and the decisional capital manifested in the pattern of engagement with the pupils' parents.FindingsIn general, preschool teachers welcome the app, especially its ability to send pictures, while they disapprove of the constant intrusion it causes. Tenured and high-income teachers tended to restrict sharing a WhatsApp group with parents. Joining a group with parents was common among private, low-income, and non-tenured young teachers. In terms of social capital, teachers who lived and worked in a communal settlement differed from their city colleagues. Teachers in such communities expressed a much more positive perception of the WhatsApp application, in comparison with teachers from urban areas.Originality/valueThe results demonstrate the importance of professional capital in monitoring daily routine, communication, and emotions. The findings support the social constructivist approach, holding that technology affords a variety of uses and are integrated into the existing social structure.

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“…This is happening both as a result of the increasing mobility of families generating a presence of sustainable diaspora communities and as an outcome of globalised communities seeking new anchors for their everchanging realities (Agbaria, 2019). Since much of the writing on religious education is critical of its incorporation into state schooling (e.g., Sabbagh, 2019;Elgad-Klonsky & Tamir, 2019), and occupies the hegemonic Western stance, I hereby discuss some empirical findings that show how religion may actually integrate with global processes and even lead them by re-framing the existing system of values and reshaping spatial and social settings in schools.…”

Section: The Religion Globalisation and Education Trianglementioning

confidence: 99%

Religion, Globalisation and the Education Triangle: Provincialising the Contemporary Discourse

Yemini

2020

On Education. Journal for Research and Debate

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“Glocal” neoliberal trends in Israeli education: The case of religionization

Cited by 13 publications

References 45 publications

Risk Perceptions and Public Acceptance of Autonomous Vehicles: A Comparative Study in Japan and Israel

Risk Perceptions and Public Acceptance of Autonomous Vehicles: A Comparative Study in Japan and Israel

Riding the tiger: professional capital and the engagement of Israeli kindergarten teachers with parents' WhatsApp groups

Religion, Globalisation and the Education Triangle: Provincialising the Contemporary Discourse

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