You are here:

From ideological tensions to pedagogical solutions: Narratives of Israeli arab-palestinian civics teachers
ARTICLE

International Journal of Educational Development Volume 68, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

This study wishes to advance the ongoing discourses of civic education and practices of teaching civics by focusing on the realities of minority civics teachers, who are in conflictual relations with the ruling majority. Focusing on narratives of eight Israeli Arab-Palestinian civics teachers, we traced three central ideological tensions that they encountered: 1) Between conflicting identities; 2) Between the official curriculum and students’ lived experiences, and 3) Between active and passive modes of citizenship. The main argument highlights the teachers’ reflections on pedagogy and teaching practices seen by them as a key solution to deal with these tensions.

Citation

Cohen, A. (2019). From ideological tensions to pedagogical solutions: Narratives of Israeli arab-palestinian civics teachers. International Journal of Educational Development, 68(1), 96-104. Elsevier Ltd. Retrieved December 6, 2023 from .

This record was imported from International Journal of Educational Development on June 3, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2019.05.007

Keywords

References

View References & Citations Map
  1. Abu-Asbah, K. (2007). HaChinuch HaAravi BeIsrael: Dilemot Shel Miut Leumi [Arab Education in Israel: Dilemmas of a National Minority]. Jerusalem: Floersheimer Institute for Policy Studies.
  2. Abu-Saad, I. (2003). The work values of Arab teachers in Israel in a multicultural context. J. Beliefs Values, 24(1), pp. 39-51.
  3. Abu-Saad, I., & Hendrix, V.L. (1995). Organizational climate and teachers’ job satisfaction in a multi-cultural milieu: the case of the Bedouin Arab schools in Israel. Int. J. Educ. Dev., 15(2), pp. 141-153.
  4. Adan, H., & Ashkenazi, V. (2004). Madrich Lehoraat Miktzoa Haezrachet [A Teachers Guide to Teaching Civics]. Jerusalem: Ministry of Education and Culture, Curriculum Branch..
  5. Agbaria, A.K. (2010). Civic education for the palestinians in Israel: dilemmas and challenges. Citizenship Education and Social Conflict: New Insights and Lessons from Israel, pp. 217-237. New York, N.Y: Routledge Press.
  6. Agbaria, A.K., & Pinson, H. (2013). When shortage coexists with surplus of teachers: the case of Arab teachers in Israel. Diaspora Indig. Minor. Educ., 7(2), pp. 69-83.
  7. Agbaria, A.K., & Pinson, H. (2019). Navigating Israeli citizenship: how do Arab-Palestinian teachers civicize their pupils?. Race Ethn. Educ., 22(3), pp. 391-409.
  8. Agbaria, A., & Shmueli, Z. (2019). The “social soldier” and the mission to “retrieve the lost honor”: an ideal image of the desired graduate of an Israeli general pre-military academy. Int. J. Educ. Dev., 66, pp. 88-95.
  9. Agbaria, A.K., Mustafa, M., & Jabareen, Y.T. (2015). ‘In your face’ democracy: education for belonging and its challenges in Israel. Br. Educ. Res. J., 41(1), pp. 143-175.
  10. Alexander, R. (2001). Border crossings: towards a comparative pedagogy. Comp. Educ., 37(4), pp. 507-523.
  11. Alexander, R. (2009). Towards a comparative pedagogy. International Handbook of Comparative Education, pp. 923-939. New York, NY: Springer.
  12. Al-Haj, M. (1995). Education, Empowerment, and Control: the Case of the Arabs in. Israel: State University of New York Press.
  13. Atkins, D.N., Fertig, A.R., & Wilkins, V.M. (2014). Connectedness and expectations: how minority teachers can improve educational outcomes for minority students. Public Manag. Rev., 16(4), pp. 503-526.
  14. Avnon, D. (2006). Mavo: madua ein la-democratia ha-israelit safa ezrachit mefutachat [introduction: why doesn’t the Israeli democracy have a developed civic language?]. Sfat Ezrach Be’Israel [Civic Language in Israel], pp. 1-20. Jerusalem: Magnes Press.
  15. Bamberger, A., Morris, P., Weinreb, Y., & Yemini, M. (2019). Hyperpoliticised internationalisation in a pariah university: an Israeli institution in the occupied West Bank. Int. J. Educ. Dev., 66, pp. 119-128.
  16. Banks, J.A. (2008). Diversity, group identity, and citizenship education in a global age. Educ. Res., 37(3), pp. 129-139.
  17. Bashir, B. (2015). On citizenship and citizenship education: a Levantine approach and reimagining Israel/Palestine. Citizensh. Stud., 19(6–7), pp. 802-819.
  18. Bekerman, Z., & McGlynn, C. (2007). Addressing Ethnic Conflict Through Peace Education: International Perspectives.
  19. Ben-Porat, G., & Turner, B.S. (2011). Introduction: contemporary dilemmas of Israeli citizenship. The Contradictions of Israeli Citizenship: Land, Religion and State, pp. 1-22. New York, NY: Routledge.
  20. Blass, N., & Shavit, Y. (2017). Israel’s Education System in Recent Years: an Overview. Available online: http://taubcenter.org.il/israels-education-system-in-recent-years-an-overview/.
  21. Bogler, R. (2005). Satisfaction of jewish and arab teachers in Israel. J. Soc. Psychol., 145(1), pp. 19-34.
  22. Cherng, H.-Y.S., & Halpin, P.F. (2016). The importance of minority teachers: student perceptions of minority versus White teachers. Educ. Res., 45(7), pp. 407-420.
  23. Cohen, A. (2010). Values and commitment: a test of Schwartz’s human values theory among Arab teachers in Israel. J. Appl. Soc. Psychol., 40(8), pp. 1921-1947.
  24. Cohen, A. (2013). Ma bien limudi ezrachut le-bein chinuch ezrachi? Mabat metoch maarechet ha-chinuch ha-formalit [what is between teaching civics and civic education? A look from within the formal educational system]. Chinuch Ezrachi Be-Israel [Civic Education in Israel], pp. 62-84. Tel Aviv: Am Oved Publishers.
  25. Cohen Aviv (2017). Israel’s civic education wars: A review of the literature and theoretical implications. Educational Review, 71(3), pp. 287-305.
  26. Cohen, D.K. (2011). Teaching and its predicaments. Cambridge, MA. Harvard University Press.
  27. Creswell, J. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: Sage.
  28. Egalite, A.J., Kisida, B., & Winters, M.A. (2015). Representation in the classroom: the effect of own-race teachers on student achievement. Econ. Educ. Rev., 45, pp. 44-52.
  29. Gallagher, T. (2009). Approaches to peace education: comparative lessons. Peace Education in Conflict and Post-Conflict Societies: Comparative Perspectives, pp. 5-9. New York, N.Y: Palgrave Macmillan.
  30. Ganim, A. (2001). The Palestinian-arab Minority in Israel, 1948-2000: a Political Study. Albany, N.Y: State University of New York Press.
  31. Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice. New York, NY: Teachers College Press.
  32. Gindi, S., & Erlich-Ron, R. (2019). Bargaining with the system: a mixed-methods study of Arab teachers in Israel. Int. J. Intercult. Relat., 69, pp. 44-53.
  33. Grave-Lazi, L. (2015). ‘Extreme Left’ High School Teacher Adam Verta Fired From ORT High School. Available online: http://www.jpost.com/National-News/Extreme-Left-high-school-teacher-Adam-Verta-fired-from-ORT-High-School-354320.
  34. Grossman, D.L. (2011). ‘Talking’about pedagogy: classroom discourse and citizenship education. Citizenship Pedagogies in Asia and the Pacific, pp. 15-33. Hong Kong: Comparative Education Research Centre.
  35. Hahn, C.L. (2016). Pedagogy in citizenship education research: A comparative perspective. Citizenship Teaching and Learning, 11(2), pp. 121-137.
  36. Hess, D. (2009). Controversy in the Classroom: the Democratic Power of Discussion. New York, NY: Routledge.
  37. Hess, D., & McAvoy, P. (2014). The Political Classroom: Evidence and Ethics in Democratic Education. New York: Routledge.
  38. Husny Arar, K., & Massry-Herzllah, A. (2016). Motivation to teach: the case of Arab teachers in Israel. Educ. Stud., 42(1), pp. 19-35.
  39. Ichilov, O. (2008). Citizenship education in Israel: a contested terrain. The SAGE Handbook of Education for Citizenship and Democracy, pp. 189-204. London: Sage.
  40. Iram, Y., & Shemidaʻ, M. (1998). The Educational System of. Israel. Westport, CT: Greenwood Press.
  41. Israeli, R. (2017). The Arab Minority in Israel: Open and Hidden Processes. Jerusalem: The Harry S. Truman Research Institute for the Advancement of Peace.
  42. Israeli Ministry of Education (2010). Ezrachut: Tochnit Ha-limudim Ba-chativa Ha-elyona Le-bati Sefer Yehudiim (claliim Ve-datiim), Aravim Ve-druzim [Civics: High School Curriculum for Jewish (general and Religious), Arab and Druze Schools. Jerusalem: Israeli Ministry of Education.
  43. Jansen, T., Chioncel, N., & Dekkers, H. (2006). Social cohesion and integration: learning active citizenship. Br. J. Sociol. Educ., 27(2), pp. 189-205.
  44. Johnson, D., & Stewart, F. (2007). Education, ethnicity and conflict. Int. J. Educ. Dev., 27(3), pp. 247-251.
  45. Kaplan Sommer, A. (2016). How Civics Class Became Israel’s Hottest Political Football. Available online: http://www.haaretz.com/israel-news/.premium-1.699897.
  46. Kashti, O. (2010). Anger at the Civics Professional Committe Becuse of Changes Made in the Textbook [Hebrew]. Available online: http://www.haaretz.co.il/hasite/spages/1187466.html.
  47. Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. San Francisco, CA: Jossey-Bass Publishers.
  48. Lemish, P. (2003). Civic and citizenship education in Israel. Cambridge J. Educ., 33(1), pp. 53-72.
  49. Levy, G. (2005). From subjects to citizens: on educational reforms and the demarcation of the “Israeli-Arabs.”. Citizensh. Stud., 9(3), pp. 271-291.
  50. Makkawi, I. (2002). Role conflict and the dilemma of Palestinian teachers in Israel. Comp. Educ., 38(1), pp. 39-52.
  51. Marsh, C.J., & Willis, G. (1995). Curriculum: Alternative Approaches, Ongoing Issues. Upper Saddle River. NJ: Prentice Hall.
  52. Morris, B. (1989). The Birth of the Palestinian Refugee Problem, 1947-1949. Cambridge: Cambridge University Press.
  53. Nasser, I., & Abu-Nimer, M. (2012). Perceptions of forgiveness among Palestinian teachers in Israel. J. Peace Educ., 9(1), pp. 1-15.
  54. Nesher, T. (2012). Israel Education Ministry Fires Civics Studies Coordinator Attacked by Right. Available online: https://www.haaretz.com/education-ministry-fires-civics-studies-coordinator-1.5277827.
  55. Paris, D. (2012). Culturally sustaining pedagogy: a needed change in stance, terminology, and practice. Educ. Res., 41(3), pp. 93-97.
  56. Parker, W., & Hess, D. (2001). Teaching with and for discussion. Teach. Teach. Educ., 17(3), pp. 273-289.
  57. Pinson, H. (2007). Inclusive curriculum? Challenges to the role of civic education in a Jewish and democratic state. Curric. Inq., 37(4), pp. 351-382.
  58. Quiocho, A., & Rios, F. (2000). The power of their presence: minority group teachers and schooling. Rev. Educ. Res., 70(4), pp. 485-528.
  59. Resh, N., & Benavot, A. (2009). Educational governance, school autonomy, and curriculum implementation: diversity and uniformity in knowledge offerings to Israeli pupils. J. Curric. Stud., 41(1), pp. 67-92.
  60. Saada, N.L. (2013). Teachers’ perspectives on citizenship education in Islamic schools in Michigan. Theory Res. Soc. Educ., 41(2), pp. 247-273.
  61. Salinas, C., & Castro, A.J. (2010). Disrupting the official curriculum: cultural biography and the curriculum decision making of Latino preservice teachers. Theory Res. Soc. Educ., 38(3), pp. 428-463.
  62. Scott, S.V., & Rodriguez, L.F. (2015). “A fly in the ointment”: African American male preservice teachers’ experiences with stereotype threat in teacher education. Urban Educ. (Beverly Hills Calif), 50(6), pp. 689-717.
  63. Shafir, G., & Peled, Y. (2002). Being Israeli: the Dynamics of Multiple Citizenship. Cambridge: Cambridge University Press.
  64. Skop, Y., & Levinson, C. (2017). In Act of Defiance, Arab Educator Quits Israeli Education Ministry’s Civics Board. Available online: https://www.haaretz.com/israel-news/.premium-in-act-of-defiance-israeli-arab-quits-education-ministrys-civics-panel-1.5480325.
  65. Sprinzak, E. (1999). Brother Against Brother: Violence and Extremism in Israeli Politics From Altalena to the Rabin Assassination. New York, NY: Simon and Schuster.
  66. Swalwell, K., & Schweber, S. (2016). Teaching through turmoil: social studies teachers and local controversial current events. Theory Res. Soc. Educ., 44(3), pp. 283-315.
  67. Torney-Purta, J., Lehmann, R., Oswald, H., & Schulz, W. (2001). Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen. Amsterdam. International Association for the Evaluation of Educational Achievement.
  68. Totry, M. (2008). Leadership and Arab society in Israel. Recommendations for the Development of Effective Leadership in Arab Society in Israel, pp. 13-20. Jerusalem: Van Leer Jerusalem Institute.
  69. Veronese, G., Pepe, A., Dagdukee, J., & Yaghi, S. (2018). Teaching in conflict settings: dimensions of subjective wellbeing in Arab teachers living in Israel and Palestine. Int. J. Educ. Dev., 61, pp. 16-26.
  70. Wells, K. (2017). Sexual minority teachers as activist-educators for social justice. J. LGBT Youth, 14(3), pp. 266-295.
  71. Wojcik, T. (2010). When curricular objectives collide: the official, enacted, and experienced curricula in schools during the people’s republic of Poland (1952–1989). Curric. Inq., 40(5), pp. 600-613.
  72. Zalzberg, O. (2018). Religion and state. Understanding Israel: Political, sociEtal and Security Challenges, pp. 134-148. Available online: https://www.taylorfrancis.com/books/e/9781315647357.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References