Yes, We Can! - Palestinian-Israeli Teachers in Jewish-Israeli Schools

Abstract

The goal of the study is to gain a better understanding of the experiences of Palestinian-Israeli minority teachers when teaching at majority state Hebrew secular schools in Israel. Specifically, the objective is to describe and analyze the role of the teachers' work-related experiences in shaping their sense of self-efficacy, job satisfaction, the acculturation process, and how all these affect their feelings regarding their potential role in helping break down stereotypes and misconceptions about the Palestinian-Israeli minority. Data were gathered from 15 interviewees, who described their experiences, feelings, and perspectives about their work. Findings indicate that Palestinian-Israeli teachers experience a strong sense of self-efficacy, satisfaction, and positive relationships with students, parents, and colleagues. Participants expressed the belief that their work helps reduce prejudice and increases mutual understanding among the groups in conflict, through successful acculturation, despite some difficulties.

Emotional closeness and emotional distance among schoolteachers: the case of Arab teachers who teach in Jewish schools

“…However, most of them claimed to feel strong emotional closeness with the other teacher, a finding that corroborates previous studies about Arab teachers in Jewish schools pointing to positive feelings and attitudes among Arab teachers toward their Jewish colleagues and workplace (Gilat et al. , 2020; Jayusi and Bekerman, 2019). This is not to say, however, that all Arab teachers feel high levels of satisfaction in Jewish schools.…”

“…In contrast, Arab teachers in Jewish schools in other studies were found to be highly satisfied with their integration into the school (Bendes-Jacob and Mahool, 2013) and with their working relationship with principals, staff, students and parents (Jayusi and Bekerman, 2019). They felt they were reducing students' prejudice against Arab people as well as contributing to coexistence between Jews and Arabs.…”

A multi-level, time-series network analysis of the impact of youth peacebuilding on quality peace

“…Fourth, educational and psychological research typically focuses on a single case or country. This evidence suggests that peace education (Bar-Tal and Rosen, 2017), through teachers (Jayusi and Bekerman, 2020), classrooms (Pace and Hemmings, 2007) or desegregated schools (Teeger, 2015), may increase prosocial behaviour (Aber et al, 2017), change children's attitudes towards conflict rivals (Burde et al, 2017) or address structural injustice in stable democracies (Holland, 2012). Yet, cross-cultural research is needed.…”