Internationalization of Secondary Education—Lessons From Israeli Palestinian-Arab Schools in Tel Aviv-Jaffa

Abstract

Cosmopolitan capital became an integral ingredient in the set of competencies considered to provide a competitive edge for effective citizenship in the 21st century. Recently, internationalization of education became a more common phenomenon in secondary schools, serving as a tool to provide youth with cosmopolitan capital and relevant capabilities for the future. This research investigates the internationalization processes taking place in Palestinian-Arab secondary schools in Israel. Drawing on semistructured interviews with school principals and teachers, it identifies and characterizes the phenomenon of internationalization in schools. The findings reveal a complex, multidimensional behavior of school principals with regard to this process. Generally, principals support internationalization, although the scope, nature, and intensity of the international activities largely depend on schools' contextual variables. The international dimension in Israeli Palestinian-Arabs schools was found to be closely related to political and national circumstances. The importance of this dimension in secondary education is depicted through the school principals' and teachers' views and opinions.

Web-Based Analysis of Internationalization in Israeli Teaching Colleges

“…Palestinian-Arab institutions clearly emphasized internationalization “as a tool to break the glass ceiling,” as well as in promoting the potential for minorities to excel and develop a unique pedagogy. Yemini (forthcoming) in her study of Palestinian-Arab schools addressed the motivation to internationalize as a minority purposely taken strategy for social mobility through open ladder (abroad) instead of broken ladder (through Israeli lical track).…”

Understanding and Supporting the Confucian Heritage Culture International Students in Victorian Independent Schools: A Perspective of School Leaders

“…Studies in both higher education and schools have pointed to leadership, teacher engagement, policy and financial support as essential enablers for successful and sustained internationalisation (Egekvist et al 2017;Yemini 2014). These enablers are closely interrelated.…”

Pathways of internationalization in US schooling: Local innovations in inclusive global education

“…For example, study abroad opportunities for US students are more frequently accessible to white students of more affluent backgrounds (Engel, 2017). Research in the Israeli context (Goren and Yemini, 2017; Yemini, 2014) suggests that schools tend to create internationalization strategies based upon the socio-economic and cultural backgrounds of the students served in the school. Collectively, this research points to different school-level internationalization strategies, approaches, and practices within a single national space, reflecting a similar trend to that in the higher education sphere, where higher education institutions vary considerably by the different internationalization initiatives they offer, often tailored to both the realities and the imagined futures of the students served (Helms and Brajkovic, 2017; Hudzik, 2011).…”