Religious Justification, Elitist Outcome: Are Religious Schools Being Used to Avoid Integration?

Ben-Shahar, Tammy Harel; Berger, Eyal

doi:10.2139/ssrn.2840315

Cited by 2 publications

(4 citation statements)

References 21 publications

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“…The Israeli state education system is divided into sectors: secular‐Jewish, religious‐Jewish, and Arab (separate government‐administered with teaching in Arabic) (Harel Ben Shahar & Berger 2018). The system is centralized, and financing, organization, administration, and structure (especially at the elementary level) are designed and supervised by the Ministry of Education (Gaziel 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

Alone in the campaign: Distrust in regulators and the coping of front‐line workers

Davidovitz

Cohen

2021

Regulation & Governance

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Trust is the “glue” connecting state and society and particularly relevant to how front‐line workers, who are the face of public administration vis‐à‐vis citizens, implement policy. Therefore, it is important to examine how front‐line workers' absence of trust in regulators influences the ways they cope with their clients. Our study investigates this question empirically through interviews and focus groups with 80 Israeli social service providers. Our results show that front‐line workers' distrust in regulators is a product of four factors: perceived lack of protection, clash of values, politicization in implementation processes, and regulators' “disconnection” from the field. It leads them to adopt two coping strategies: acts of self‐protection and deviation from formal policy. A further derivative is their turnover intention.

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Section: Literature Reviewmentioning

confidence: 99%

Alone in the campaign: Distrust in regulators and the coping of front‐line workers

Davidovitz

Cohen

2021

Regulation & Governance

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“…These processes had an ethnic and class overtone: GTs were mainly from privileged Ashkenazi backgrounds and had the support and sponsorship of the powerful social and political Zionist establishment. LRs were, and still are, mainly Mizrahi; many of them come from weaker socioeconomic backgrounds (Harel Ben Shahar & Berger, 2018; Picard, 2013; Yiftachel & Tzfadia, 2004).…”

Section: Discussionmentioning

confidence: 99%

“…Israeli governments have been aware of these inequalities since the establishment of the state and have, through educational reforms, attempted to reduce them (Ayalon & Shavit, 2004). The education system differentiates state secular schools, state-religious schools, and semi-private Torani schools—a unique category providing enhanced Jewish studies within a strict religious environment (Billig, 2016; Harel Ben Shahar & Berger, 2018). Establishing Torani schools has been part of a wider ongoing educational privatization process (Harel Ben Shahar, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Parental motivation, according to data, was not only religious but elitist: parents wished to advantage their children by separating them from their less advantaged, mostly Mizrahi, peers. While elitist Torani schools display a more established strata, state-religious (SR) schools reflect the true socioeconomic makeup of the neighborhood (Harel Ben Shahar & Berger, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Faith-Driven Gentrification and Displacement in Education in Israeli Urban Neighborhoods

Cohen

Billig

2021

Education and Urban Society

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Community-based, Judaism-intensive action groups (Hebrew: Gar’inim Toraniim—GTs) are religiously motivated to settle in Israeli development towns, seeking to narrow social gaps through education. However, their influence has never been fully clarified. This study is grounded in the theory of educational gentrification and introduces the concept of Faith-Driven Gentrification. Until now research has lacked voice from local people forced to face the intervention of settlers driven by religion and their influence on urban school systems. The findings, based on institutional data and in-depth interviews, show that GTs alter the structure of educational systems and the dominant educational ethos. They drive achievement and strict religiosity; nevertheless, their actions impair disadvantaged groups and opponents of their religious lifestyle, intensifying segregation. By giving voice to these communities, this study claims that despite gentrifiers’ commitment to social justice in urban communities, they harm longtime residents through indirect displacement, fueled by religious and ethnic elitism.

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Religious Justification, Elitist Outcome: Are Religious Schools Being Used to Avoid Integration?

Cited by 2 publications

References 21 publications

Alone in the campaign: Distrust in regulators and the coping of front‐line workers

Alone in the campaign: Distrust in regulators and the coping of front‐line workers

Faith-Driven Gentrification and Displacement in Education in Israeli Urban Neighborhoods

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