Abstract
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.
| Original language | English |
|---|---|
| Pages (from-to) | 198-207 |
| Number of pages | 10 |
| Journal | Teaching and Teacher Education |
| Volume | 79 |
| Early online date | 14 Dec 2018 |
| DOIs | |
| State | Published - Mar 2019 |
Bibliographical note
Publisher Copyright:© 2018 Elsevier Ltd
Funding
This research was sponsored by The UNESCO Chair for Values, Education, Democracy, Human Rights, Tolerance and Peace . This research was sponsored by The UNESCO Chair for Values, Education, Democracy, Human Rights, Tolerance and Peace.
| Funders | Funder number |
|---|---|
| American Montessori Society | |
| United Nations Educational, Scientific and Cultural Organization |
Keywords
- Arab teachers
- Coexistence/peace education
- Contact theory
- Israel
- National identity
- Professional identity