The experiences of Arab teachers in Jewish schools in Israel

被引：18
作者：
Saada, Najwan [1 ]
Gross, Zehavit [2 ]
机构：
[1] Al Qasemi Acad Coll, POB 124, IL-3010000 Baqa El Gharbia, Israel
[2] Bar Ilan Univ, Sch Educ, Ramat Gan, Israel
来源：
TEACHING AND TEACHER EDUCATION | 2019年 / 79卷
关键词：
Contact theory; Arab teachers; Coexistence/peace education; Professional identity; National identity; Israel; INTERGROUP CONTACT; ENCOUNTERS; EDUCATION; CONFLICT; COEXISTENCE; JEWS; RECONCILIATION; ATTITUDES; IDENTITY;
D O I：
10.1016/j.tate.2018.11.012
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In this multiple case study, we explore the experiences of ten Palestinian Israeli and Arab teachers who teach Arabic culture and language in Jewish schools in Israel. Two themes are revealed in this inquiry. The first theme highlights the ambivalent message of teaching Arabic as the language of the 'enemy' and as a medium for peace building. The second theme clarifies how minority teachers navigate, by applying a narrative model, the tension between their national (Palestinian) and professional identities. The implications for teaching and teacher education in conflict-ridden societies are also discussed. (C) 2018 Elsevier Ltd. All rights reserved.
引用
收藏
页码：198 / 207
页数：10
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