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1 – 10 of 132Lars Mjøset, Roel Meijer, Nils Butenschøn and Kristian Berg Harpviken
This study employs Stein Rokkan's methodological approach to analyse state formation in the Greater Middle East. It develops a conceptual framework distinguishing colonial…
Abstract
This study employs Stein Rokkan's methodological approach to analyse state formation in the Greater Middle East. It develops a conceptual framework distinguishing colonial, populist and democratic pacts, suitable for analysis of state formation and nation-building through to the present period. The framework relies on historical institutionalism. The methodology, however, is Rokkan's. The initial conceptual analysis also specifies differences between European and the Middle Eastern state formation processes. It is followed by a brief and selective discussion of historical preconditions. Next, the method of plotting singular cases into conceptual-typological maps is applied to 20 cases in the Greater Middle East (including Afghanistan, Iran and Turkey). For reasons of space, the empirical analysis is limited to the colonial period (1870s to the end of World War 1). Three typologies are combined into one conceptual-typological map of this period. The vertical left-hand axis provides a composite typology that clarifies cultural-territorial preconditions. The horizontal axis specifies transformations of the region's agrarian class structures since the mid-19th century reforms. The right-hand vertical axis provides a four-layered typology of processes of external intervention. A final section presents selected comparative case reconstructions. To the authors' knowledge, this is the first time such a Rokkan-style conceptual-typological map has been constructed for a non-European region.
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Michal Hisherik and Ilana Paul-Binyamin
Educators are recognized as key agents of social change, responsible for shaping future citizens. Beyond imparting knowledge, teachers are crucial in addressing societal…
Abstract
Purpose
Educators are recognized as key agents of social change, responsible for shaping future citizens. Beyond imparting knowledge, teachers are crucial in addressing societal challenges such as sustainability, democracy and social equality. This study aims to investigate the attitudes of Jewish and Arab students toward democratic values and how they perceive their role as educators in a multicultural society.
Design/methodology/approach
This study explores the attitudes of majority and minority group students in an Israeli teacher training college towards realizing democratic values and promoting shared citizenship. The sample included 382 Jewish and Arab students, who answered a questionnaire about attitudes regarding education for democracy and shared society, and their perception of their role in promoting this education.
Findings
The investigation delves into students’ civic perceptions, shedding light on the moderate and pluralistic stances held by both Jewish and Arab students. They advocate for cross-cultural exposure and interaction, with Jewish students demonstrating slightly more moderate views than the prevailing norms in Israeli society. Interestingly, Jewish students exhibited a willingness to engage in discussions on conflictual topics, whereas Arab students tended to avoid them.
Social implications
This study underscores the potential of teacher training colleges in shaping the upcoming generation of educators as advocates of tolerance, and democracy, and promoters of a shared society.
Originality/value
This research gains heightened relevance in a contemporary landscape where numerous nations, especially those comprising diverse cultures, grapple with surges of nationalism that threaten democratic values. Teacher training colleges hold the key to forging a more harmonious future by becoming beacons of transformative pedagogy. These institutions can shape a new generation of educators who are poised to catalyze authentic social change.
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Asmahan Masry-Herzallah and Peleg Dor-haim
The study investigated the correlation between school communication and teachers' perceptions of the school's innovative climate in the Israeli education system during the…
Abstract
Purpose
The study investigated the correlation between school communication and teachers' perceptions of the school's innovative climate in the Israeli education system during the coronavirus disease 2019 (COVID-19) crisis. Furthermore, this study examined the role of affective commitment and the role of sector (Arab or Jewish) in these correlations.
Design/methodology/approach
First, Arab and Jewish teachers studying toward their MA degree were randomly selected from 2 higher education institutes in Israel, and then other teachers were selected using the snowball method through teacher groups on the Facebook social network and WhatsApp groups (N = 383).
Findings
The findings revealed major differences between Arab and Jewish teachers. Among Arab teachers, the correlation between school communications and an innovative climate was found to be mediated through affective commitment, whereas among Jewish teachers, a direct correlation was found between the first two variables. The correlation between school communications and affective commitment was found to be stronger among Arab teachers than among Jewish teachers.
Originality/value
The study results confirmed that school communication and affective commitment hold a significant predictive value in school innovation and highlight the importance of affective commitment in supporting innovation. The study adds to the body of research directed at identifying antecedents to innovative climate as well as studies examining the effects of school communications on affective commitment and innovative climate in a multicultural society, both in regular and emergency situations. The findings can also provide valuable insights for culturally sensitive and relevant education policy design and management in the post-COVID-19 period.
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Hira Amin, Leena Badran, Ayelet Gur and Michael Ashley Stein
Israel ratified the United Nations Convention on the Rights of Persons with Disabilities and has subsequently worked towards putting disability-empowering policies and facilities…
Abstract
Purpose
Israel ratified the United Nations Convention on the Rights of Persons with Disabilities and has subsequently worked towards putting disability-empowering policies and facilities in place. This study explores the experiences of Palestinian Arab citizens of Israel with disabilities in everyday life including education, employment and accessing disability facilities and services.
Design/methodology/approach
This study explores the challenges and experiences of Palestinian Arab citizens of Israel through in-depth, semi-structured interviews with a disparate group of Arab men and women with various forms of disabilities.
Findings
This research indicates that Arabs with disabilities are either unable to access them or do so with great difficulty relative to their Jewish counterparts. The findings suggest that this is due to one of two reasons: first is institutional discrimination by Jewish and Arab staff, and second is structural discrimination as facilities and services are specifically designed for the Jewish majority and their areas of residence as opposed to Arab residential areas.
Originality/value
Guided by intersectional theory, this article explores how the multiple identities of Arabs with disabilities living in Israel are co-constituted and ordered by different social and political structures which inform their daily lived experiences. This research illustrates that in Jewish politics and institutions, Arabs with disabilities in Israel are “otherised” by being flatly identified as Palestinians; yet, within their Arab communities, they are “otherised” by being reduced solely to their disability. This article examines how this variation in ordering and reduction can lead to specific experiences and forms of discrimination that requires multi-dimensional approaches and ways forward.
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Mirit Rachamim and Lily Orland-Barak
This in-depth case study examined the mentor's role in mediating a culturally diverse community of student teachers-as-learners in the context of practice teaching in university…
Abstract
Purpose
This in-depth case study examined the mentor's role in mediating a culturally diverse community of student teachers-as-learners in the context of practice teaching in university teacher education in Israel. Specifically, it explored how the mentor's response to cultural aspects of learning to teach shaped the group's learning environment.
Design/methodology/approach
Data collection included 23 video-recorded meetings of the learning community and semi-structured interviews with all four participants.
Findings
Findings proposed six actions of the mentor that aimed at promoting an empathetic and supportive learning environment that encouraged collaborative talk around culturally diverse issues that surfaced during practice teaching. Implications for teacher education programs are presented and discussed.
Practical implications
The study offers a practical framework of tools (or mentor actions) that can help mentors to promote social interactions in culturally diverse mentoring conversational settings.
Originality/value
The study identified six actions that can serve as tools in mediating sensitive discourse to issues of diversity in communities of culturally diverse learners.
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Ravit Mizrahi-Shtelman and Gili S. Drori
The study discusses the professionalization of academic leadership in Israel by analyzing and comparing two different training programs: the Hebrew University of Jerusalem’s…
Abstract
The study discusses the professionalization of academic leadership in Israel by analyzing and comparing two different training programs: the Hebrew University of Jerusalem’s (HUJI) program and the CHE-Rothschild program. The HUJI program began in 2016 to train the professoriate to take charge of leadership positions alongside a separate program for administrative staff, while the CHE-Rothschild program was launched in 2019 to train academic leaders, both professors and administrators from universities and colleges nationwide. The analysis reveals two “ideal types” of collegiality: While Model A (exemplified by the HUJI program) bifurcates between the professoriate and administrative staff, Model B (exemplified by the CHE-Rothschild program) binds administrative and academic staff members through course composition, pedagogy, and content. The study suggests a pattern of redefinition of collegiality in academia: we find that while academic hierarchies are maintained (between academic faculty and administrative staff and between universities and colleges), collegiality in academia is being redefined as extending beyond the boundaries of the professoriate and emphasizing a partnership approach to collegial ties.
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Nasra Idilbi, Daniella Arieli, Carmit Satran, Ola Ali Saleh and Ofra Halperin
This study aims to explore the perception of students from conflicted groups studying nursing together regarding the intergroup encounter. Specifically, this study focused on…
Abstract
Purpose
This study aims to explore the perception of students from conflicted groups studying nursing together regarding the intergroup encounter. Specifically, this study focused on Jewish and Arab students in a nursing undergraduate program at an Israeli college. This study focused on the association between two factors [students’ cultural intelligence (CQ) level and their satisfaction with the support provided by the college] and the degree of closeness or social interaction Arab and Jewish students experience.
Design/methodology/approach
Accordingly, 362 students completed three anonymous questionnaires during December 2022, focused on (1) CQ (2) satisfaction with the academic setting and (3) experience of intergroup social interaction.
Findings
The results revealed that (1) Arab students (minority group) demonstrated higher CQ than Jewish students, especially regarding awareness of cultural differences and motivation for intercultural encounters. (2) Arab students experienced the intergroup encounter with Jewish students as closer and warmer than Jewish students did. (3) Despite being a minority group in Israel, Arab students’ satisfaction with the college’s support was higher than that of Jewish students. (4) Satisfaction with the support provided by the college was the main factor associated with the sense of social interaction, having a higher correlation with it than the degree of CQ.
Originality/value
Fostering CQ through curricula alone is insufficient in shaping intergroup experiences of students studying together in a divided society. To encourage social interaction between students in academia in divided societies, educational institutions need to ensure their students’ sense of support is high.
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Nechama Nadav, Pascale Benoliel and Chen Schechter
This study examines the relationship of principals’ systems thinking (PST) to student outcomes of academic achievement and school violence. The investigation relies on the…
Abstract
Purpose
This study examines the relationship of principals’ systems thinking (PST) to student outcomes of academic achievement and school violence. The investigation relies on the contingency theory, according to which effective leadership is contingent on the nature of the situational influences to which managers are exposed. Specifically, the study investigates the influence of school structure – bureaucratic vs organic – on the relationship between PST and student outcomes of academic achievement and school violence after accounting for students’ socioeconomic backgrounds and principals' demographics.
Design/methodology/approach
A three-source survey design with self-reported and non-self-reported data was used, with a sample of 423 participants from 71 elementary schools in Israel. The sample included senior management team members and teachers. The data were aggregated at the school level of analysis.
Findings
Hierarchical regression analyses showed that organic school structure moderates the relationship between PST and student academic achievement, and bureaucratic school structure moderates the relationship between PST and school violence beyond the impact of students’ socioeconomic backgrounds.
Originality/value
This study provides important evidence for the benefits of aligning PST with school structure for improving student outcomes beyond the impact of students’ socioeconomic backgrounds. In addition, the study suggests principal system thinking leadership to achieve effective student outcomes that circumvent the effects of inequality on disadvantaged student groups.
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This paper aims to provide a comprehensive overview of existing research on stigma in Arab countries.
Abstract
Purpose
This paper aims to provide a comprehensive overview of existing research on stigma in Arab countries.
Design/methodology/approach
A rapid review approach was used, leveraging the Scopus database to identify relevant articles. This streamlined method allows for timely assessments of the current state of knowledge, identifies research gaps and is particularly relevant given the social and cultural dynamics in Arab countries.
Findings
This study identified a growing interest in stigma-related topics in Arab countries, with a notable increase in the number of publications and citations over the past decade. Research focused on various aspects of stigma, including mental health, HIV, COVID-19 and diverse health conditions, shedding light on the prevalent challenges faced by different populations. Additionally, comparative studies highlighted the influence of culture and gender on the expression of stigma in the region.
Practical implications
To combat stigma in Arab countries, this study suggests the need for culturally sensitive interventions, integration of mental health services into health-care systems and the development of public health campaigns. These measures should be designed to protect vulnerable populations and prioritize educational initiatives for both the younger generation and health-care professionals.
Social implications
Reducing stigma in Arab countries is crucial for fostering greater social cohesion, equality and overall well-being. The study underscores the importance of collaborations to adapt successful strategies to the unique Arab context.
Originality/value
This paper fills a crucial research gap by investigating stigma in Arab countries, emphasizing the need for culturally sensitive interventions, education integration and international collaboration to combat it effectively.
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Shirley Druker Shitrit, Smadar Ben-Asher and Ella Ben-Atar
At times, a traditional minority group that opposes a change in the patriarchal structure is violent toward women who wish to adopt modern lifestyles. This study aims to examine…
Abstract
Purpose
At times, a traditional minority group that opposes a change in the patriarchal structure is violent toward women who wish to adopt modern lifestyles. This study aims to examine online comments regarding a shooting at a café in an Arab-Bedouin city in Israel, where women were employed as servers. The event was framed in Israeli media as an act of backlash by young men, who call themselves “The Modesty Guard.”
Design/methodology/approach
In this qualitative study, the authors collected 916 online comments that were published on five main online news sites. A thematic and rhetorical analysis of online comments was conducted.
Findings
The findings uncovered five main themes: the expression of support for Bedouin women; ideas for dealing with the Modesty Guard; blaming Bedouin tradition for the shooting; comparison of the violent behavior to a parallel phenomenon among Charedim; and criticism of the lack of treatment by Israeli security forces. The responses reflected a supportive stance toward Arab-Bedouin women, who were open to progress. Conflict discourse, however, expressed alienation and increased social-national schism between the Jewish majority and Arab-Bedouin minority groups in Israel.
Originality/value
This study sheds light on the backlash phenomenon in Negev Bedouin society. Moreover, it exposes the lack of significant supportive actions and a lack of understanding of the deep processes unfolding in this traditional society.
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