“I’ll Do Business with Anyone”

Abstract

Given the surplus of Arab teachers and the shortage of Jewish teachers in Israel, the government has adopted the policy of employing Arab teachers in Jewish schools, contrary to the dominant nationalistic agenda. We argue that this low-cost solution meets the criteria for disruptive innovation in that it flies under the radar and has the potential to proliferate and change the existing social order. Through surveys and interviews with boundary-crossing Arab teachers, this article finds that teachers circumvent power structures in three social fields. In the Arab community, work in Jewish schools helps teachers bypass nepotism and provides a new path for upward mobility. In the education system, boundary-crossing teachers disrupt segregation. And at the state level, this innovation may improve Jewish-Arab relations.

“Welcome to the Club”: Palestinian-Israeli Teachers in Bilingual Integrated and in Hebrew Speaking Schools

“…Teachers in both educational contexts described their professional role predominantly as pedagogical experts. Teachers also reported professional and social acceptance at work (Erlich et al, 2020). They reported using a variety of teaching methods, innovating new strategies, enabling genuine learning, and making the students' learning meaningful.…”