Leadership for Equity and Social Justice in Arab And Jewish Schools in Israel: Leadership Trajectories and Pedagogical Praxis

Understanding the Right to Education: Challenges Facing the Indigenous Bedouin Population of the Al-Naqab Region

“…The school provides services for the children of unrecognized villages whose parents are unable to supply for them; this constitutes a serious challenge for parents and children (Arar, 2015), especially when there is little contact between the parents and the school and some parents' attitudes toward the school remain suspicious and sometimes even hostile. This situation radiates badly on the children's education.…”

“…Educators need to cope with this complex reality that includes a "concentration of disparate educational resources," lack of continuous contact with the students' parents, and the students' lack of commitment and perseverance with their studies (Arar, 2015). Rayed described this situation as follows:…”

“…The concept of education for SJ has gained increasing attention during the last decade, as part of continual efforts to improve and reinforce different social, cultural, and educational systems and to make their structures and procedures more relevant to current situations. The principles of SJ point up the need to be aware of social inequality, especially gaps in equality of opportunity and realization of human rights between majority and minority populations in democracies (Arar, 2015).…”

“…Application of principles of SJ in education helps teachers and students to identify different types of oppression in society and in the education system and to develop critical analytical tools needed to understand whether and to what extent they may be suppressed and how they are socialized, encouraging them to develop their ability to intervene and alter oppressive practices (Bell, 2007). In other words, the application of SJ in education advocates the cessation of any type of discrimination and inequality in schools (Arar, 2015).…”

“…The realization of these rights is in the interest of the society in general (Banting et al, 2007;Karayanni, 2012), including all its composite groups. The Israeli education system serves children from different religions, nationalities, ethnic groups, and social strata; however, educational policies and the distribution of resources are often decided according to political and economic rather than purely educational considerations (Arar, 2015). The Education Act, 1953, arranged the structure of state education in Israel in two main streams: state education and state religious education.…”