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Nationality and Ethnicity in an Israeli School: A Case Study of Jewish-Arab Students explores the intersection of ethnicity, nationality, and social structure which is experienced through schooling and its effects on the performance of disadvantaged students.
The book sheds light on the ramifications of the multilayered ethnic-class identities and explores the role of nationality in the reproduction of a depoliticized ethnic hierarchy in school and society. It offers an ethnographic case study of one Israeli high school that adopted critical pedagogy in order to empower underprivileged students that belonged to second and third generation of immigrant Jews from Arab countries. It also analyses the ways in which educational gaps are reproduced through the dominant national culture and identity and discusses the educational consequences of multiethnic school settings.
The book will appeal to students, researchers and academics in the fields of sociology of education, education policy, peace education, Israeli studies, and critical pedagogy studies.
Table des matières
1. Introduction. 2. Analytical fields. 3. The field – the Kedma school. 4. Methodology. 5. The matriculation exams. 6. The students. 7. Art education. 8. The annual school trip. 9. The national Memorial Day for the fallen soldiers. 10. The IDF recruiting program. 11. Education for civic engagement. 12. Concluding remarks.
A propos de l'auteur
Dalya Yafa Markovich is a senior lecturer of Education and Sociology in Beit Berl College, Israel.
Résumé
Nationality and Ethnicity in an Israeli School: A Case Study of Jewish-Arab Students explores the intersection of ethnicity, nationality, and social structure which is experienced through schooling and its effects on the performance of disadvantaged students.
The book sheds light on the ramifications of the multilayered ethnic-class identities and explores the role of nationality in the reproduction of a depoliticized ethnic hierarchy in school and society. It offers an ethnographic case study of one Israeli high school that adopted critical pedagogy in order to empower underprivileged students that belonged to second and third generation of immigrant Jews from Arab countries. It also analyses the ways in which educational gaps are reproduced through the dominant national culture and identity and discusses the educational consequences of multiethnic school settings.
The book will appeal to students, researchers and academics in the fields of sociology of education, education policy, peace education, Israeli studies, and critical pedagogy studies.
