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1.
This paper reports the findings of a study of 7000 Palestinian ninth-grade students living in the West Bank and Gaza Strip. Information is presented concerning educational aspirations, school performance and suggestions for strengthening the Palestinian school system. The impact of the intifada, the popular uprising which resulted in the Oslo Agreement, on the students' performance is also ascertained. The data were collected in 1994 and 1995 from ninth-grade students attending all 64 United Nations Relief and Works Agency (UNRWA) schools in the West Bank. UNRWA schools only offer education up to the ninth grade. In addition, information was collected from a sample of 2000 ninth-grade students attending UNRWA schools in Gaza. Finally, a sample of 2000 ninth-grade students attending schools operated by the Palestinian Authority was also surveyed. We were unable to obtain access to PA schools in the West Bank. The response rate among students in completing the Arabic questionnaire was 95%. Questionnaires were also obtained from over 90% of the students' mothers and fathers. The results demonstrate that Palestinian students have exceptionally high educational aspirations in spite of living under Israeli occupation and in dire poverty. We discovered the students work hard in school and are supported by their parents. Interestingly, intifada participation was not related to school performance as those who were heavily involved in the conflict earned just as good grades as those who did not participate. Sadly, these youth realize that their lofty educational aspirations are not likely to be fulfilled because of their families' poverty and the disruptive influence of the Israeli occupation. 相似文献
2.
Three decades have passed since the commencement of the largest influx of immigration in the history of the State of Israel, during which approximately one million Russian-speaking Jews from the Former Soviet Union (FSU) immigrated to Israel. Thousands of these immigrants held academic positions in the FSU and sought to continue their work in Israeli academia, which at that time lacked the capacity to include them. Many of the immigrants were directed to work and sometimes live in the West Bank, a contested region acknowledged by the international community as occupied Palestinian land. This study examines the life stories of scholars who emigrated from the FSU and are currently employed at Ariel University, an institution located in the Israeli city of Ariel in the West Bank. Drawing on semi-structured interviews with sixteen academics, this study explores their experiences of immigration, its effects on their academic career in Israel, and their integration into Ariel University in light of the intractable Israeli-Arab conflict. The construct of triple exclusion is used to bring together three layers of participant experiences - as Jews in Soviet society, as Russian-speaking immigrants in Israel, and as academics working at a contested institution. The study provides a nuanced analysis of each of these three layers of exclusion, offering insights for further research in the field of academic mobilities. Moreover, it reveals that many of the interviewed academics de-politicise the conflict, as a survival strategy, and thus contribute to the normalisation of the Israeli presence in the occupied territories of the West Bank. 相似文献
3.
This study contributes to the investigation of the variability of the schooling effect on cognitive development between educational systems and its underlying factors, by focusing on 3 cases differing in the characteristics assumed to affect the magnitude of the schooling effect (the quality of the schooling and students’ mean ability to benefit from their schooling): the United Nations Relief and Works Agency (UNRWA) educational system in the Palestinian refugee camps in the West Bank and the 2 sectors of the Israeli educational system: the Jewish and Arab systems. Congruent with our expectations, the highest absolute and relative effects of schooling were found in the Israeli Jewish system. In contrast, the results obtained in the 2 Arab systems, namely, the higher schooling effect found in the poorer and more oppressed refugee camps of the West Bank, are surprising and require further investigation. 相似文献
4.
Role Conflict and the Dilemma of Palestinian Teachers in Israel 总被引：1，自引：1，他引：1
Ibrahim Makkawi 《比较教育学》2002,38(1):39-52
This paper explores the dynamics of conflicting role expectations among Palestinian teachers in Israel while focusing on the ways by which these expectations are generated and shaped by the broader sociopolitical context of the Israeli-Palestinian conflict and its impact on the educational system. Following a brief review of the historical background and the changing role patterns among Palestinian teachers in general, the paper focuses on Palestinian education in Israel and the role of Palestinian teachers within it. The central argument is that the Israeli authorities have been systematically using formal education and the teachers' role in order to repress national identity and awareness among Palestinian students. Data from interviews with Palestinian student activists about the contribution of the formal education to their national identity is used to illustrate the dilemmas and challenges experienced by their teachers. 相似文献
5.
Ido Zelkovitz 《History of education》2013,42(3):387-407
Since the concept of nationalism first emerged on the world stage, universities have played a key role in its collective formation and dissemination to the masses. Established under challenging circumstances and subjected to the Israeli occupation of the West Bank and Gaza Strip in the wake of the 1967 war, Palestinian institutions of higher education have trodden a thin line between the training of human resources requisite to their national movement and compliance with the dictates of a military regime bent on curbing such aspirations. This research examines the various roles played by Palestinian universities in the ongoing struggle for national independence. Spanning from its inception to the establishment of the Palestinian Authority, this collection of first-hand accounts, historical documents and critical analysis explores the evolution and adaptation of Palestinian higher education amidst three decades of social and political turmoil. 相似文献
6.
Despite being a protracted refugee crisis that entails international debates and controversies, discussions about Palestinian education have frequently sidelined the perspectives, needs and priorities of the Palestinian refugee population. Drawing upon a qualitative study in the West Bank and engaging with theoretical ideas of Johan Galtung, Paulo Freire and Pierre Bourdieu, we argue that the nexus between educational motivation and motivation for Palestinian liberation, which was particularly significant during the periods of ‘Palestinian uprising’, seems to be declining today in the present day context of oppression and structural violence. The growing disassociation among young refugees with Palestinian liberation, and with education as a means to this liberation, can be seen as a process of symbolic violence. Building upon these findings, we propose a new analytical framework for understanding the interrelationship between education, violence and struggle for social and political transformation in conflict-affected societies. 相似文献
7.
A three‐way comparison of teacher‐college entrants’ and graduating students’ views in Israel (both Jews and Arabs) and their counterparts on the West Bank was undertaken in order to diagnose subjects’ image of science and of science teaching. The questionnaire used permitted the gathering of subjects’ normative views as well as the application of these views in actual classroom science‐lesson planning. It was found that college entrants’ views of the Jewish subjects differed sharply from those of both Arab samples in all areas tested. While there was no difference between Israeli Arabs and their counterparts on the West Bank on matters concerning in‐school and in‐classroom affairs, the Israeli Arab subjects’ views about science and science‐teaching were midway between those of the Jewish subjects and the West Bank subjects. As to the graduating subjects’ normative opinions, no significant difference was found between Jewish and Arab Israeli subjects, with both these samples differing significantly from their West Bank counterparts. An identical situation for both the entrants and the graduating students pertained to actual lesson‐planning. The findings were interpreted to mean that:
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Arab science education in Israeli schools is at present in a transition period, tending to move away from traditional and towards ‘Western’ approaches.
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Three years of college education had been instrumental in eliminating the previously existing discrepancies between prospective science teachers in the Jewish and Arab sectors of Israel, and to widen the gulf between Israeli Arabs’ and West Bankers’ normative stances as to ‘what science teaching is supposed to be’.
8.
Education for national identity: Arab schools principals and teachers dilemmas and coping strategies
AbstractThis article discusses strategies used by Arab principals and teachers in Israel to cope with dilemmas involved in education for national identity stemming from conflict between two national narratives. While the Israeli Ministry of Education expects the Arab education system to educate students according to the Jewish State’s values, Palestinian Arab society expects its schools to educate its children according to Palestinian Arab national-cultural values. A qualitative research employed a semi-structured interview to elicit views on this issue from 7 principals and 14 teachers in the Arab education system in Israel. The findings indicate a conflictual reality. Interviewees expressed fear, humiliation and affront when required to obey Ministry of Education instructions in contradiction to attitudes prevalent in their society. They therefore developed coping strategies to foster students’ national identity without disrupting the necessary balance; primarily the construction of a covert learning program through manipulations in the official overt learning program. This study contributes to our understanding of minority education in a reality of conflict between the state and its national minority. 相似文献
9.
《International Journal of Educational Development》2002,22(2):145-154
This article deals with the political transition taking place in the Israeli Occupied Territories of the West Bank and the Gaza Strip, in connection with the implementation of the first ever Palestinian national curriculum. The significance of this transition for the Palestinian national ambitions, with reference to relevant international law, is firstly analyzed. Then, a review of the landmarks in the construction of the curriculum, under the light of the main developments in the recent evolution of the Palestinian education, is made. The difficulties the Palestinian Ministry of Education has to overcome to implement its curriculum, because of the faltering political situation, are finally discussed. The main conclusion is that the curriculum is unable to contribute to the national construction because, the Palestinian nation's future is not in the Palestinians' hands. 相似文献
10.
Sharri Plonski 《Compare》2005,35(4):393-409
This paper discusses the presence of ‘peacebuilding islands’ within civil society as potential agents of transformation in the midst of intractable conflict. Focusing on the particular case of the Israeli‐Palestinian conflict, the argument stems from a deconstruction of the legacy of national myopia perpetuated through social and political institutions and the capacity of individuals to impact them. Inspired by feminist organisations and the personal experience of feminist peace activists in Israel and Palestine, the author discusses the intersection of a variety of peacebuilding and educational initiatives as paramount to the building of a culture of peace in the region. The study embraces strategies that challenge the structural, socio‐cultural and inter‐personal status quo as part of a multi‐layered effort at transforming conflict in the Middle East. 相似文献
11.
12.
Tania Gaspar Helena Bilimória Francisca Albergaria Margarida Gaspar Matos 《International Journal of Disability, Development & Education》2016,63(5):500-513
Children and adolescents with cognitive and developmental difficulties show difficulty in social interaction, feelings of rejection, autonomy, social rules and in behavioural and emotional self-regulation. Importantly, their subjective well-being is associated to social support and personal factors, such as self-esteem and a positive self-image. The data were collected in 16 schools, 8 in the North Region and 8 in the Lisbon Region of Portugal. The sample is composed by 1181 young people of which 51.5% were female, with ages ranging between 8 and 17 years. From the sample, 2.6% had special educational needs (SEN), and 3% did not use the Portuguese language at home. 12.2% had been retained one grade or more. Three regression models were built. Model 1 establishes the association between having SEN, grade and subjective well-being. The final model with all variables showed that social and personal characteristics present a stronger explicative value on children and adolescents’ subjective well-being. The model also showed that, when social and personal variables are included the association between being a student with SEN and well-being is not statistically significant. Research and intervention implications include the need to promote subjective well-being, social and personal skills and a positive development in children and adolescents with SEN. 相似文献
13.
ABSTRACTGlobal citizenship education (GCE) has recently been promoted by national education systems and supranational organisations as a means for facilitating social cohesion and peace education. We examined the perceptions of GCE held by teachers from the three main education sectors in Israel: secular-Jewish, religious-Jewish, and Palestinian Arab, and found stark differences in the way teachers from each sector interpreted the term. For marginalised groups (Palestinian Arab), GCE is seen as offering a way of securing a sense of belonging to a global society. For already well-resourced social groups (Jewish secular), GCE is viewed as a way of promoting global futures. Meanwhile, for the Jewish religious minority in Israel, GCE is seen as a threat to national identity and religious values. Our findings cast doubt on the unifying potential of GCE, and we conclude by calling upon scholars and policymakers to examine unique obstacles facing GCE in their various contexts. 相似文献
14.
张良桥 《顺德职业技术学院学报》2013,(4):71-76,82
利用顺德地区居民调查数据探讨了社会资本对幸福感的影响。首先运用因子分析法构建了与社会资本相关四类综合变量．然后采用核估计方法分别对四类变量与幸福感之间的线性性关系进行了回归,在此基础上,建立半参数回归模型估计了社会资本与幸福感之间的关系,最后,构建了变系数分位数回归模型讨论了社会资本对不同幸福感群体的影响。结果表明：政治环境、社会关系及能力发挥对幸福感有显著影响：社会关系及能力发挥对不同幸福感群体均有较显著的影响并且影响强度大。 相似文献
15.
Konstantina Rentzou 《Early Years: An International Journal of Research and Development》2019,39(2):148-162
Drawing on kindergarten teachers’ and University departments’ reactions to the Greek government’s initiative to adopt an integrated Early Childhood Education and Care (ECEC) system, the present study aimed to explore how various ECEC professional groups working in the two main preschool programs operating in Greece define different aspects inherent to ECEC theory and practice. Results yielded both similarities and differences, with aspects of health and well-being characterized mostly as having both a ‘care’ and an ‘education’ aspect, whereas personal and professional development and communication, management and administrative factors were characterized as educational in nature. Discrepancies were revealed in terms of child development, education and play and social environment factors, with those working in childcare settings defining them as including both ‘care’ and ‘education’ whereas those working in kindergartens defined them as educational in nature. 相似文献
16.
Nirit Reichel 《History of education》2013,42(1):9-28
The founding fathers of the new Jewish community in Eretz Yisrael (the Land of Israel, or Palestine) as well as many philosophers, public figures, educators and authors both in Israel and in the Diaspora were preoccupied with the image of the new Israeli Hebrew. The educational system was seen as an instrument to create the ‘new Hebrew’ (identifying with the ancient Hebrews) and to instil new values and behaviours in the young Palestinian‐born generation. During the first three decades (1981–1914) of Jewish education in Palestine, the typical teacher had neither pedagogical training nor prior experience in education, lacked the vocabulary for teaching subjects in Hebrew, and was familiar only with educational systems that differed from the one that she/he dreamed of creating. Individual teachers had no contact with one another and no institutionalised support system. They worked as ‘lone soldiers’, contending with a severe shortage of reference books, textbooks and reading material, struggling with the necessity to create a curriculum and set its priorities, and to translate and prepare material. Yet despite these tremendous difficulties, many educators did manage to realise their educational aims. What characterised these early teachers? What were the difficulties they faced? How did they manage to achieve their aims? This article attempts to answer these and other relevant questions. 相似文献
17.
Nitza Davidovitch Hernan Casakin 《The International Journal of Art & Design Education》2015,34(2):237-248
The present research investigates academic social climate in architectural studies as perceived by students. It studies the importance that the various measures of academic social climate have in the studio and in architectural classes. It also investigates the relation between the personal background of students and their sense of academic social climate. Academic social climate is evaluated with regard to the eight factors proposed by Moos (1979) dealing with: orientation to study material, innovation, academic social connections, teachers’ support, competitiveness, academic‐social involvement, order and organisation, teachers’ control and an index for general academic social climate by means of a survey. Findings show that academic social climate was higher in the studio than in the regular classes in social connections, students’ involvement, teacher support, and order and organisation; while academic social climate measures were higher in the regular classes in teacher control and in the orientation of learning material. The highest academic social climate measures in both studio and classes were students’ involvement and competence, and the lowest measures were teacher support, and order and organisation. Some items of students’ personal and educational background were found to affect their sense of academic social climate. The implications of these findings for architectural design education are presented. 相似文献
18.
本文在简述曼海姆“思想社会境况决定论”的基础上,对教师的“个人观点”进行了重新解读,阐明了“个人观点”产生的社会学根源。这一阐释,对于我们重新认识教育研究和学校工作中教师看问题的角度、个人观点的局限性,促进教师之间建立尊重、理解和平等的人际关系,提高教育研究群体或学校的工作效率等,具有十分重要的理论和现实意义。 相似文献
19.
Distance education and the World Bank 总被引：1，自引：0，他引：1
David Hawkridge 《British journal of educational technology : journal of the Council for Educational Technology》1988,19(2):84-95
This article is based on a study undertaken for the Education and Training Department at the World Bank which reviewed 32 Bank projects 1963–1985 that included education via broadcasting (television and/or radio) and by correspondence. It is clear that Bank investments in distance education were most beneficial when the borrowing country and the Bank agreed on the educational objectives of the distance education component. It is also clear that distance education was most effective when it was sharply focussed on improving the quality of teaching available, when it was used to offer non-formal education to students who were without teachers and classrooms, and/ or when it met social demands and answered urgent needs for formation of human capital through education and training. 相似文献
20.
Najwan Saada 《British Educational Research Journal》2023,49(1):5-18
This multiple case study examines the attitudes of 14 Islamic education teachers from Israel towards the meaning, causes and consequences of religious extremism among students in their Arab and Muslim-majority middle and high schools. These teachers define religious extremism as belief in absolute religious truth, inflexibility in religious interpretation, or strict adherence to Islamic teachings. In addition, the teachers distinguish the personal (adolescence, family problems and psychosocial needs), religious (unquestioned following of extremist imams or religion scholars; adopting of selective, literal and decontextualised readings of the religious text; influence of partisan teachers) and socio-political factors (students' feelings of fear and anger towards Israel and its unjust and oppressive role in the Palestinian–Israeli conflict) that push students towards religious extremism. Religious extremism, the teachers conclude, may lead to hatred or violence against followers of other religions, antagonism between Muslims and Jews in Israel, increased Islamophobia in Western societies, the rejection of Islam, the oppression of female students and reduced student achievement and diminished future prospects. 相似文献