Inside and outside the integrated bilingual Palestinian-Jewish schools in Israel: Teachers' perceptions of personal, professional and political positioning

Maureen Rajuan*, Zvi Bekerman

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

The purpose of this study was to investigate how teachers of the integrated bilingual Palestinian-Jewish schools in Israel construct their school culture in relation to various outside pressures in their attempt to achieve educational change. Field notes from an in-service training workshop were analyzed according to three levels of the teaching context: the personal, professional and political. It was found that the teachers perceive themselves as primarily pedagogical experts with a shared vision based on multiculturalism and coexistence. According to the findings, recommendations are made for improving the positioning of the teachers in relation to pupils, parents and policy-makers.

Original languageEnglish
Pages (from-to)395-405
Number of pages11
JournalTeaching and Teacher Education
Volume27
Issue number2
DOIs
StatePublished - Feb 2011

Keywords

  • Coexistence
  • Integrated education
  • Jewish-Palestinian conflict
  • Multiculturalism
  • Peace education
  • Positioning
  • Professional expertise

Fingerprint

Dive into the research topics of 'Inside and outside the integrated bilingual Palestinian-Jewish schools in Israel: Teachers' perceptions of personal, professional and political positioning'. Together they form a unique fingerprint.

Cite this