Mobilizing ethnic equality in admissions to schools: Litigation, politics, and educational change

Perry‐Hazan, Lotem; Perelstain, Oshrat

doi:10.1007/s10833-017-9308-x

Cited by 8 publications

(3 citation statements)

References 76 publications

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“…Most studies on rights consciousness have focused on disempowered groups (e.g., Calavita & Jenness, 2013;Merry, 2003), including children (e.g., Birnhack et al, 2018;Morrill et al, 2010;Velez, 2017). Other studies have explored the legal consciousness of human rights activists and their efforts to mobilize rights by developing human rights consciousness (e.g., Newman, 2013;Perry-Hazan & Perelstain, 2018). Only a few studies focused on individuals responsible for implementing the rights of others (Edelman et al, 1993;Munkres, 2008;Perry-Hazan & Birnhack, 2016).…”

Section: Rights Consciousnessmentioning

confidence: 99%

Senior Teachers’ Learning About Student Rights

Perry‐Hazan

Neuhof

2021

Journal of Teacher Education

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The study explores the rights consciousness of senior teachers who participated in a student rights professional development (PD) course and designed educational projects during the course. It analyzes teachers’ perceptions of students’ rights and the influence of the PD and other factors on these perceptions. The data included interviews with 17 teachers and an analysis of their projects. One cluster of teachers held a top-down perception of students’ rights, conveying a contrastive approach to rights reflecting students’ autonomy. The second cluster of teachers held a broader perception, which included bottom-up mobilization of students’ free speech and participation rights, conveying a supportive approach to these rights. The teachers’ projects did not reflect these patterns, limiting their focus to rights already embedded in school. Furthermore, the teachers did not report their learning experience as transformative. Rather, they applied their newly acquired knowledge and thinking frameworks to support their existing moral perceptions and practices.

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Section: Rights Consciousnessmentioning

confidence: 99%

Senior Teachers’ Learning About Student Rights

Perry‐Hazan

Neuhof

2021

Journal of Teacher Education

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“…In 2013, a short‐term national governing coalition that did not include Haredi parties took some steps to restore MoE supervision of these schools. The MoE department responsible for supervising Haredi schools, dominated by a staff committed to conservative Haredi politicians and shunning proper Haredi school supervision, was dismantled (Katzir & Perry‐Hazan, 2019; Perry‐Hazan & Perelstain, 2018). A new department was established, staffed by supervisors affiliated with modern Haredi streams that support SE (see Katzir & Perry‐Hazan, 2019).…”

Section: Context: Haredi Education In Israelmentioning

confidence: 99%

Noncompliance with the law as institutional maintenance at ultra‐religious schools

Perry‐Hazan,

Barak‐Corren,

Nachmani

2023

Regulation & Governance

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How do ultra‐religious schools respond to state regulations that conflict with deep‐rooted cultural norms? This study investigates this question in the context of Haredi boys schools' decisions regarding Israel's core‐curriculum regulations. It draws on a first‐of‐its‐kind dataset of interviews and school data collected from a representative sample of 82 principals and teachers in schools serving 18,000 students and six government inspectors overseeing dozens of schools. We identify isomorphic structures of compliance and noncompliance and analyze the law's role among the competing sources of schools' decisions. These sources include rabbis, nongovernmental network supervisors, private consultants, models set by other schools, resource constraints, parents, and personal opinions. The findings reveal a tension between the law's overarching role in setting the baseline for schools' decisions and its under‐enforcement. We conceptualize this tension as a manifestation of coupled institutional maintenance, whereby ultra‐religious schools and government inspectors collaborate to maintain schools' noncompliance and autonomy.

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“…Most studies on rights consciousness turned their attention to disempowered populations (e.g., Blackstone et al, 2009; Engel & Munger, 2003; Merry, 2003), human rights activists (e.g., McCann, 1994; Merry et al, 2010; Perry-Hazan & Perelshtain, 2018), and individuals having a professional obligation to protect the rights of others (e.g., Edelman et al, 1993; Munkres, 2008; Perry-Hazan & Birnhack, 2016; Thompson et al, 2015). Several studies employed the concept of rights consciousness to explore children’s perceptions of their rights (e.g., Birnhack et al, 2018; Morrill et al, 2010; Mulumeoderhwa, 2018; Perry-Hazan & Lambrozo, 2018).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Students’ Perceptions of Their Rights in School: A Systematic Review of the International Literature

Perry‐Hazan

2021

Review of Educational Research

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This review focuses on students’ perceptions of their rights in elementary and secondary schools. The conceptual framework of rights consciousness was applied to understand how students’ knowledge, experiences, and emotions shape their rights perceptions. The analysis is based on 38 empirical studies conducted in different countries. The findings characterize students’ rights perceptions as intuitive—that is, perceptions that are not grounded in legal rules but in students’ personal insights. The findings also identify key factors affecting students’ perceptions: school context, national context, and students’ individual characteristics. The conclusions underscore that school rights-based practices, student body and school staff diversity, and school relationships influence students’ rights consciousness. However, questions remain concerning how students’ perceptions are affected by cultural repertoires, religion, socioeconomic status, gender, and age. The implications are that future studies should apply a context-based agenda to inform the design and implementation of human rights education programs and rights-based organizational practices.

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Mobilizing ethnic equality in admissions to schools: Litigation, politics, and educational change

Cited by 8 publications

References 76 publications

Senior Teachers’ Learning About Student Rights

Senior Teachers’ Learning About Student Rights

Noncompliance with the law as institutional maintenance at ultra‐religious schools

Students’ Perceptions of Their Rights in School: A Systematic Review of the International Literature

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