FOOLISH DREAMS IN A FABLED LAND: Living co-existence in an Israeli Arab school

Deborah Court

doi:10.4324/9781315113685-11

FOOLISH DREAMS IN A FABLED LAND: Living co-existence in an Israeli Arab school

Deborah Court

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

This chapter presents the results of an ethnographic case study of an Israeli Arab middle school whose staff and students are Arab Israelis from the Muslim, Druze, and Christian population sectors. Against the Israeli backdrop of multiculturalism, political tensions, and terrorism, this school has created a multi-faceted curriculum for teaching students the values of non-violence and peaceful co-existence, as well as creating a school culture that supports this curriculum. In essence, the explicit curriculum and implicit elements of the school culture together form a highly effective program for teaching non-violence. The author reflects on the complexities of insider-outsider status in regard to the school principal and to her own status as a Canadian, Jewish immigrant to Israel, researching an Israeli Arab school.

Original language	English
Title of host publication	Qualitative Research and Intercultural Understanding
Subtitle of host publication	Conducting Qualitative Research in Multicultural Settings
Publisher	Taylor and Francis
Pages	98-110
Number of pages	13
ISBN (Electronic)	9781351625784
ISBN (Print)	9781138080089
DOIs	https://doi.org/10.4324/9781315113685-11
State	Published - 1 Jan 2017

Bibliographical note

Publisher Copyright:
© 2018 editorial material, Deborah Court.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 16 Peace, Justice and Strong Institutions

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FOOLISH DREAMS IN A FABLED LAND: Living co-existence in an Israeli Arab school

Abstract

Bibliographical note

UN SDGs

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