Law and Education

Jabareen, Yousef T.

doi:10.1177/0002764205284718

Cited by 36 publications

(5 citation statements)

References 18 publications

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“…The Hebrew language, humanities, and social sciences curriculum, as well as complementary educational programmes such as field trips and other extracurricular activities in Hebrew and religious Jewish educational systems in Israel invite students to investigate and question their personal, national, political, and religious identities. In contrast, several studies by scholars who are Palestinian citizens of Israel (Abu‐Saad, 2006; Arar, 2012; Arar & Ibrahim, 2016; Jabareen, 2006) have described how rare this is in the Arab school system in Israel. They provided examples from the formal curricula in history and geography, which does not include any references to recent Palestinian historical and cultural narratives.…”

Section: Discussionmentioning

confidence: 98%

“…19–46). Many studies have discussed the related educational inequalities (Abu‐Rabia‐Queder, 2006; Abu‐Saad, 2006; Arar & Mustafa, 2011; Feniger & Ayalon, 2016; Fuchs, 2017; Jabareen, 2006; Nasser & Birenbaum, 2007; Nasser‐Abu Alhija, 2016, 2021; Nasser‐Abu Alhija & Israelashvili, 2021). However, detailed accounts of the learning processes of Arab students in Israel are rare, and even fewer studies have examined attempts to rectify these inequalities.…”

Section: Introductionmentioning

confidence: 99%

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The reification of identity narratives in teacher–student discourse during an inquiry project

Garah,

Kapon

2023

Science Education

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We present a year‐long case study that documents the interactions between a teacher–research–mentor (TRM) and two 11th grade students working in their school laboratory on an extended inquiry project that is part of reformed mandatory requirements for advanced‐level matriculation in physics. Both the students (females) and the TRM (male) are Arab citizens of Israel, and the school is a public Arab school in Israel. Data were collected through videotaped participant observation of authentic working sessions and interviews with the TRM and the students. The analysis combines an ethnographic account with discourse analysis informed by a sociolinguistic approach that aims to answer the following research questions: (1) how are a teacher's identity‐narratives reified in teacher–student discourse in authentic sessions of mentoring students' inquiry? (2) how do they shape students' learning? and (3) how do they emerge from social–historical contexts? The findings problematize the challenges involved in engaging students from nondominant communities in science, technology, engineering, and mathematics learning. The analysis articulates the complexity of this challenge by showing how teachers' identity narratives shape the social construction of student–teacher discourse, generate tensions that undermine successful implementations of reformed learning experiences, and how this vicious cycle is profoundly influenced by the embedding social and historical contexts. The implications for research and practice are discussed.

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Section: Discussionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

The reification of identity narratives in teacher–student discourse during an inquiry project

Garah,

Kapon

2023

Science Education

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“…Therefore, the main objective of the state's actions must be to achieve genuine equality for the Arab citizens of Israel, and to find ways that will enable them to express in their public life their culture and identity in a proper and dignified manner. The importance of the state's official recognition of the cultural and national uniqueness of the Palestinian Arab minority in Israel, and the granting of the state's legitimate legitimacy to its unique identity and needs in this context as well [5,41,42].…”

Section: Summary and Outlook For The Futurementioning

confidence: 99%

“…The result is a partial activity with a limited overall effect. The activity relies mainly on limited funding in terms of its scope, which derives from donations [5,6,41,42]. Cultivating and strengthening civil society in Arab society strengthens the status of the Arab population.…”

Section: Summary and Outlook For The Futurementioning

confidence: 99%

Perspective Chapter: Higher Education in Arab Minority in Israel – Challenges and Struggles

Dallasheh¹,

Zubeidat²

2023

Higher Education - Reflections From the Field - Volume 4

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Education plays a critical role in building community and contributing to cohesion in society. Arab society views education as one of the main challenges in its shaping, development, promotion and preservation of its character and heritage, and therefore its involvement in increasing educational matters. For many years, the education system and especially higher educational institutions in the Arab society has suffered from neglect and discrimination, manifested in large gaps between it and the education system in the Jewish society, both in resources and achievements. This chapter will focus on Arab society higher education institutions challenges and struggles in light of the complex relationship between the Jewish majority and the Arab minority in Israel. Arab society in Israel operates in the context of a Jewish majority state. This leaves it in the hands of the majority, while the minority group has limited involvement in its contents. This article also attempts to clarify the collective rights of the Arabs while discussing the relationship between the Jewish majority and the Arab minority in Israel. Moreover, the article paints a picture of the current situation of the Arab population, while emphasizing the changes that have taken place since the establishment of the State (1948) until today.

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“…Nonetheless, Palestinians are still excluded by social and symbolic boundaries in market and political participation, sometimes at the cost of lowering support for the Palestinian national project (Abu Asbah et al., 2014; Abu-Saad, 2006; Ganem and Levin-Rozalis, 2014; Halabi, 2017; Harbon et al., 2013; Jabareen, 2006; Levi, 2005; Mizrachi and Herzog, 2012). Mundane encounters between Palestinians and Jews are mostly limited to mixed cities, where both ethnicities live, or to universities.…”

Section: Restaurants Ethnicity and Palestinian Food In Israelmentioning

confidence: 99%

Why can’t Palestinian chefs penetrate the boundaries of upscale dining in Israel?

Gvion

2019

Ethnicities

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Ethnic and professional identities are generally viewed as incongruent. While ethnic cooking is seen as a reproduction of unaltered native dishes, professional cooking raises anticipation of invented culinary novelties. This study asks why Palestinian chefs fail to reconfigure ethnicity as an invaluable asset that enables their restaurant to partake in the realm of haute dining in Israel. The reconfiguration of Palestinian culinary knowledge as sophisticated and up-to-date, I argue, challenges their clients' expectations that Palestinian chefs will prioritize the ethnic component of their identity over the professional one. This vision of Palestinian restaurants prevents the chefs from mobilizing the growing curiosity for ethnic cuisines, as well as the nostalgia for dishes that have disappeared from domestic kitchens, keeping them from penetrating the realm of haute cuisine en route to upward mobility and professional autonomy.

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Law and Education

Cited by 36 publications

References 18 publications

The reification of identity narratives in teacher–student discourse during an inquiry project

The reification of identity narratives in teacher–student discourse during an inquiry project

Perspective Chapter: Higher Education in Arab Minority in Israel – Challenges and Struggles

Why can’t Palestinian chefs penetrate the boundaries of upscale dining in Israel?

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