'I Am Living Proof of Coexistence': The Experience of Israeli-Arab Teachers in Jewish Schools

Autor/inn/en	Gilat, Itzhak; Gindi, Shahar; Sedawi-Massri, Rajaa
Titel	'I Am Living Proof of Coexistence': The Experience of Israeli-Arab Teachers in Jewish Schools
Quelle	In: International Studies in Sociology of Education, 31 (2022) 3, S.367-385 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2020.1766374
Schlagwörter	Elementary School Teachers; High School Teachers; Public School Teachers; Foreign Countries; Religious Schools; Judaism; Jews; Arabs; Teaching Experience; Minority Group Teachers; Conflict; Beginning Teachers; Group Membership; Teacher Motivation; Experienced Teachers; Cultural Differences; Racism; Alienation; Foreign Culture; Israel + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Ausland; Judaismus; Jew; Jude; Jüdin; Juden; Arab; Araber; Konflikt; Junior teacher; Junglehrer; Gruppenzugehörigkeit; Kultureller Unterschied; Rassismus; Entfremdung; Fremdes
Abstract	Arab teachers in Jewish schools (AJ) constitute a unique case of minority teachers. This mixed-methods study set out to examine the school experience of AJ (N = 101) in comparison with two groups: Arab teachers in Arab schools (AA; N = 76) and Jewish teachers in Jewish schools (JJ; N = 99). The questionnaire measured three aspects of the teachers' experience: motivational, professional and ecological. AJ teachers reported lower levels of professional difficulties than the two same-culture groups. Among AJ, novice and experienced teachers reported similar levels of motivation, while among the other groups, novice teachers reported lower levels. AJ teachers' answers to an open-ended question enriched the understanding of the positive experiences alongside the negative aspects that included some incidents of racism and microaggression. The findings support the benefit of contact to positive attitudes and tolerance. Nonetheless, questions arise regarding the processes that underlie these results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01