What is meaningful civic engagement for students? Recollections of Jewish and Palestinian graduates in Israel

Goldner, Limor; Golan, Daphna

doi:10.1080/03075079.2018.1471673

Cited by 14 publications

(17 citation statements)

References 41 publications

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“…The research findings demonstrate that for the participants, self and gender empowerment meant taking advantage of the possibility of gaining access to knowledge, tools and power in order to advance, yet it also necessitated the clarification of the participants' goals and personal values as women. This finding is supported by previous research, describing higher education as an opportunity exposing students to different opinions, extensive and wide-ranging knowledge and ideologies that advocate freedom and stress the need for independence, and the importance of building relationships in which there is gender equality (Benjamin, 2016;Deil-Amen, 2011;Feniger, Mcdossi, & Ayalon, 2014;Goldner & Golan, 2018).…”

Section: Discussionsupporting

confidence: 78%

“…The fifth category is the potential of higher education to serve the woman's community of origin by contributing essential knowledge resources to it (Goldner & Golan, 2018;Neal, 2014). Religious women choose to specialize in professions that meet the needs of their religious community.…”

Section: Issues Of Knowledge: the Perception Of Higher Education As A Resourcementioning

confidence: 99%

“…Among Muslim women, this community-supporting potential is reflected in their desire to give back to their communities by contributing to areas such as health, education, family, politics, and employment. They aspire to see their community as highly educated and of high value both to themselves and to other communities in Israeli society (Aish & Gaby-Egozi, 2019;Feniger et al, 2014;Goldner & Golan, 2018;Khurshid, 2019). Women's perception of higher education as a resource can be seen as their ability to identify its inherent potential and use it to acquire both self and gender empowerment in order to achieve control over their lives.…”

Section: Issues Of Knowledge: the Perception Of Higher Education As A Resourcementioning

confidence: 99%

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An Empirical Model: Jewish and Muslim Women Students in Israel Gaining Empowerment Through Higher Education

Gilat¹

2020

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The constitutive statement if knowledge is power? Was an inspiration to the construction of an empirical model to understand if the juxtaposition of social powers (gender and religious regulation) with knowledge (higher education) can be found to yield self-and gender empowerment and was tested among 435 participants: religious and non-religious Jewish and Muslim women. They completed a self-reporting questionnaire (1-5 Likert scale), indicating the existence of a significant empirical SEM model. This confirmed the research hypothesis: gender regulation predicts religiosity, which in turn predicts a stronger perception of higher education as a resource, enhancing self-and gender empowerment. Significant differences were found, by religions, among the groups in the model's variables. This paper could demonstrate how higher education provides a space allowing and challenging empowerment as a dynamic, socio-cultural empirical model.

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Section: Discussionsupporting

confidence: 78%

Section: Issues Of Knowledge: the Perception Of Higher Education As A Resourcementioning

confidence: 99%

Section: Issues Of Knowledge: the Perception Of Higher Education As A Resourcementioning

confidence: 99%

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An Empirical Model: Jewish and Muslim Women Students in Israel Gaining Empowerment Through Higher Education

Gilat¹

2020

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“…Through its anti-oppression perspective, civic engagement can help socially excluded populations gain inner and outer awareness, knowledge, and recognition of the ways societal power dynamics and institutional barriers shape their marginalized intersectional identity [ 80 ]. The ability to critically unpack the socio-political hierarchy and power relations while examining the interactions between outer context and intersectional self-identity may provide socially excluded volunteers with a more vigorous, sophisticated, and definite sense of subjectivity [ 53 , 81 , 82 ]. It can also allow volunteers to move from passivity to action and from silencing and oppression to empowerment; thus, contributing to their life satisfaction and hope [ 83 , 84 ].…”

Section: Introductionmentioning

confidence: 99%

Civic Engagement in Socially Excluded Young Adults Promotes Well-Being: The Mediation of Self-Efficacy, Meaning in Life, and Identity Exploration

Sagiv

Goldner

Carmel

2022

IJERPH

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Civic engagement is thought to contribute to well-being among young adults. However, less is known about the ways in which civic engagement promotes well-being in general and in particular in socially excluded populations. This study investigated whether civic engagement contributes to life satisfaction and hope in a sample of 127 socially excluded young Israeli women who participated in social activism programs for a period of eight months. A mediation model incorporating self-efficacy, meaning in life, and identity exploration was used to examine the contribution of positive attitudes toward civic engagement, civic engagement skills, and political awareness to the participants’ life satisfaction and hope. Indirect effects were found between positive attitudes toward civic engagement, civic engagement skills, and political awareness and the participants’ life satisfaction and hope via self-efficacy. Positive attitudes toward civic engagement and political awareness also predicted the participants’ life satisfaction via meaning in life. A positive direct effect was found between political awareness and hope. However, contrary to the hypothesis, a negative direct effect was found between positive attitudes toward civic engagement and life satisfaction. Civic engagement skills and political awareness also predicted identity exploration. These findings underscore the need for clinicians to be aware of the potential benefits of civic engagement for the well-being of socially excluded populations.

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“…In fact, science poles and museums serve as facilitators of public-scientist conversation and provide a valuable place for disseminating scientific content to the general public (Bandelli and Konijn, 2013;Chilvers, 2013;Denson and Bowman, 2013;Goldner and Golan, 2018;Miller et al, 2009;Wilkinson et al, 2011). Finally, public engagement, through the new online communication tools, facilitates the interaction between researchers, scientists and stakeholders, thus increasing accessibility, in particular for businesses, to the knowledge produced by scientists (Bandelli and Konijn, 2013;Chilvers, 2013;Denson and Bowman, 2013;Goldner and Golan, 2018;Miller et al, 2009;Wilkinson et al, 2011). The use of tools like websites and social networks, contributes to giving a greater impetus to public engagement and above all gives visibility to the multiple activities that fuel it.…”

Section: Letizia Lo Presti Giulio Maggiore Vittoria Marinomentioning

confidence: 99%

Online public engagement is the new deal! Along the distinctive pathway of italian university

Presti

Maggiore²,

Marino³

2021

Sinergie Italian Journal of Management

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Frame of the research:A managerial perspective of public engagement can help universities to strengthen the communication of university identity from a social, scientific, or accessibility point of view.Purpose of the paper: The goal of this paper is to investigate the concept of the online university public engagement from a managerial standpoint by examining those Italian universities that have engaged in Third Mission activities thanks also to recent ministerial decrees issued on the subject.Methodology: A content analysis of the main official websites of 50 Italian universities was performed. An exploratory factorial analysis made it possible to identify the main approaches to online public engagement.Findings: There are 4 main dimensions of online public engagement that have been communicated on Italian websites (social, cultural, research and widening engagement), each referring to a specific target. A so-called "Cultural engagement" approach emerges which underlines the role of the university as a pole of cultural and artistic attraction.Research limits: The research explores public engagement only in the Italian context. Although the article investigates more than 50% of the Italian universities, it does not allow the extension of the results to the reference population.Practical implications: Research results contribute to the understanding of online public engagement and map the current uses of stakeholder engagement activities in the university context to date.Originality of the paper: The research enriches the knowledge of the online public engagement construct thanks to the identification of a new dimension "Cultural engagement", that had not yet emerged in international contexts.

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What is meaningful civic engagement for students? Recollections of Jewish and Palestinian graduates in Israel

Cited by 14 publications

References 41 publications

An Empirical Model: Jewish and Muslim Women Students in Israel Gaining Empowerment Through Higher Education

An Empirical Model: Jewish and Muslim Women Students in Israel Gaining Empowerment Through Higher Education

Civic Engagement in Socially Excluded Young Adults Promotes Well-Being: The Mediation of Self-Efficacy, Meaning in Life, and Identity Exploration

Online public engagement is the new deal! Along the distinctive pathway of italian university

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