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The Promise of Integrated Multicultural and Bilingual EducationInclusive Palestinian-Arab and Jewish Schools in Israel$
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Zvi Bekerman

Print publication date: 2016

Print ISBN-13: 9780199336517

Published to Oxford Scholarship Online: March 2016

DOI: 10.1093/acprof:oso/9780199336517.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 12 November 2019

Teachers at Work

Teachers at Work

Chapter:
(p.124) (p.125) 6 Teachers at Work
Source:
The Promise of Integrated Multicultural and Bilingual Education
Author(s):

Zvi Bekerman

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199336517.003.0006

This chapter describes how the teachers in the bilingual Jewish-Palestinian schools view the education with which they are involved. Through data representing multiple perspectives from years of observations and interviews, the experiences and attitudes of Palestinian and Jewish teachers are presented together with analyses of how these elements affect their classroom practices in the context of the Israeli-Palestinian conflict. Palestinian-Arab teachers, for example, saw Hebrew-Arabic bilingualism as a key element to reconciliation, whereas Jewish teachers believed that learning Arabic was not a central issue for participating Jewish families. The analysis also revealed that teachers are caught between contradictory expectations expressed by the initiative’s shareholders and by their own personal perspectives. The teachers, unlike their many critics, were aware of the contextual constraints posed by the parents’ expectations, the strictures of the Israeli Ministry of Education, and their own socialization.

Keywords:   parents’ motivations, parents’ roles, bilingual schools, peace education, integrated schools, Hebre, Arabic, Israeli Palestinians and Jews

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