Palestinian-Jewish bilingual schools in Israel: Unravelling the educational model

Meshulam, Assaf

doi:10.1016/j.ijedudev.2019.102092

Cited by 6 publications

(1 citation statement)

References 20 publications

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“…The bilingual integrated schools' area bold and innovative initiative by a relatively small group of people who seek to "make a difference" in the education of children living in the current Middle East conflict through collaboration between Jewish and Palestinian teachers, pupils, and parents. Today eight such schools function in Israel (Meshulam, 2019) all of which are state-recognized and supervised by the Ministry of Education most of them under the auspices of the state Hebrew language schools' section of the Ministry. The student corps of all schools reach 1200 students a small fraction of all Israeli students.…”

Section: Palestinian Israeli Teachers In Hebrew Speaking and In Bilin...mentioning

confidence: 99%

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

Jayusi

Bekerman

2023

To Be a Minority Teacher in a Foreign Culture

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This chapter contributes to a better understanding of how minority teachers in majority schools experience their work and how their participation in such educational contexts helps shape their sense of ethno-cultural belonging and their sense of self-efficacy. Through comparative work, we gain insights into the context-specific conditions which might help support or undermine minority teachers’ inclusion. To do this we compared the reported experiences of Palestinian Israeli teachers working in two somewhat different educational contexts; the Hebrew speaking schools which serve the regular Israeli Jewish population and the bilingual integrated schools which offer the opportunity for the two populations to study under one roof in a society in which schools are mostly segregated. Both these educational contexts include Palestinian Israeli teachers in their faculty. Our findings point mostly at similarities in the way these teachers experience their work at the schools but also some notable differences have been exposed. Both groups of teachers’ express satisfaction regarding their work at the Hebrew speaking and the bilingual integrated schools. They are satisfied with their work and feel they belong to a very special ‘club’ a metaphor that affords them a strong and positive positioning within the school context.

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Section: Palestinian Israeli Teachers In Hebrew Speaking and In Bilin...mentioning

confidence: 99%

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

Jayusi

Bekerman

2023

To Be a Minority Teacher in a Foreign Culture

View full text Add to dashboard Cite

show abstract

Peace education in conflict zones: general trends and Israeli particularities

Bekerman

2023

International Encyclopedia of Education(Fourth Edition)

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Arabs in segregated vs. mixed Jewish–Arab schools in Israel: their identities and attitudes towards Jews

Levy

2023

Ethnic and Racial Studies

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Palestinian-Jewish bilingual schools in Israel: Unravelling the educational model

Cited by 6 publications

References 20 publications

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

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

Peace education in conflict zones: general trends and Israeli particularities

Arabs in segregated vs. mixed Jewish–Arab schools in Israel: their identities and attitudes towards Jews

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