‘I am living proof of coexistence’: the experience of Israeli-Arab teachers in Jewish schools

Gilat, Itzhak; Gindi, Shahar; Sedawi-Massri, Rajaa

doi:10.1080/09620214.2020.1766374

Cited by 10 publications

(5 citation statements)

References 29 publications

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“…Secondly, the teachers described different levels of emotional closeness among Jewish and Arab teachers, ranging from “like a family” to low emotional closeness. However, most of them claimed to feel strong emotional closeness with the other teacher, a finding that corroborates previous studies about Arab teachers in Jewish schools pointing to positive feelings and attitudes among Arab teachers toward their Jewish colleagues and workplace (Gilat et al. , 2020; Jayusi and Bekerman, 2019).…”

Section: Discussionsupporting

confidence: 89%

“…They felt they were reducing students' prejudice against Arab people as well as contributing to coexistence between Jews and Arabs. They also feel more involved and report fewer difficulties in instruction and in student misbehavior (Gilat et al, 2020). The distinctions among the studies may be accounted for by different unit of analysis, research purposes and groups of participants.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

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Emotional closeness and emotional distance among schoolteachers: the case of Arab teachers who teach in Jewish schools

Oplatka

Elmalak-Watted

2022

JPCC

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PurposeThe aim of the current study was to explore emotional closeness and emotional distance between Arab teachers who teach in the Jewish State Educational System and their Jewish counterparts in the school.Design/methodology/approachThe research used semi-structured interviews with 16 Arab and Jewish teachers in Israel.FindingsThe authors identified patterns of emotional closeness and emotional distance among Arab and Jewish teachers, perception gaps among Jewish and Arab teachers and the factors affecting emotional closeness/distance among them. Empirical and practical implications are suggested.Originality/valueThe study sheds light on the emotional aspects of multicultural educational teams and workplaces and increases our understanding of the complexity of teacher emotion in multi-ethnic and multi-religious staffrooms.

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Section: Discussionsupporting

confidence: 89%

Section: Theoretical Frameworkmentioning

confidence: 99%

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Emotional closeness and emotional distance among schoolteachers: the case of Arab teachers who teach in Jewish schools

Oplatka

Elmalak-Watted

2022

JPCC

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“…Regarding the creation and statistical validation of a scale to measure both variables, it is necessary to refer to some previous works, such as those of Gilat, Gindi & Sedawi-Massri (2020) [ 83 ], who addressed the issue of the sense of belonging in a Jewish community.…”

Section: Discussionmentioning

confidence: 99%

“…The study concluded that several teachers within this community did not perceive their Arab background as a problem, although some others stated that “it was as if other teachers ignored their ‘otherness’“ (Gilat, et al, 2020. p. 11) [ 83 ]. Expanding on this finding, they were able to identify a sense of belonging as a dimension of coexistence.…”

Section: Discussionmentioning

confidence: 99%

Otherness measuring scale: design and validation for social sciences

Mateus,

Jabba,

Erazo

et al. 2024

BMC Psychol

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This paper is the result of a scale validation process, applicable to social science research, which allows the constructs of otherness and coexistence and their relationship to be trasnformed into measurable, systematized variables. In turn, this scale is the product of a research project whose main objectives were (i) to demonstrate the relationship between coexistence as an independent variable and otherness as a dependent variable, and (ii) to create and statistically validate a scale to measure both variables, so to use it in applied research. The sample consisted of 600 participants. Three instruments were used: two semantic differentials and a 33-item questionnaire. The application was carried out virtually due to the SARS-CoV-2 virus. The method includes a mixed type of work, i.e., qualitative, and quantitative procedures. The results showed two factors, the other as strange or foreign and the other as equal. The final scale consisted of 10 items, with a Cronbach’s alpha of 0.86 and variance explaining 58% of the otherness.

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Between survival and vision: Boundary-crossing Arab teachers in Jewish schools and Arab teachers in their community

Ron

Gindi

2021

International Journal of Intercultural Relations

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‘I am living proof of coexistence’: the experience of Israeli-Arab teachers in Jewish schools

Cited by 10 publications

References 29 publications

Emotional closeness and emotional distance among schoolteachers: the case of Arab teachers who teach in Jewish schools

Emotional closeness and emotional distance among schoolteachers: the case of Arab teachers who teach in Jewish schools

Otherness measuring scale: design and validation for social sciences

Between survival and vision: Boundary-crossing Arab teachers in Jewish schools and Arab teachers in their community

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