New Book: Bekerman, The Promise of Integrated Multicultural and Bilingual Education

Bekerman, Zvi. The Promise of Integrated Multicultural and Bilingual Education. Inclusive Palestinian-Arab and Jewish Schools in Israel. Oxford and New York: Oxford University Press, 2016.

 

 

The Promise of Integrated and Multicultural Bilingual Education presents the results of a long-term ethnographic study of the integrated bilingual Palestinian-Jewish schools in Israel that offer a new educational option to two groups of Israelis–Palestinians and Jews–who have been in conflict for the last one hundred years. Their goal is to create egalitarian bilingual multicultural environments to facilitate the growth of youth who can acknowledge and respect “others” while maintaining loyalty to their respective cultural traditions. In this book, Bekerman reveals the complex school practices implemented while negotiating identity and culture in contexts of enduring conflict. Data gathered from interviews with teachers, students, parents, and state officials are presented and analyzed to explore the potential and limitations of peace education given the cultural resources, ethnic-religious affiliations, political beliefs, and historical narratives of the various interactants. The book concludes with critique of Western positivist paradigmatic perspectives that currently guide peace education, maintaining that one of the primary weaknesses of current bilingual and multicultural approaches to peace education is their failure to account for the primacy of the political framework of the nation state and the psychologized educational perspectives that guide their educational work. Change, it is argued, will only occur after these perspectives are abandoned, which entails critically reviewing present understandings of the individual, of identity and culture, and of the learning process.

 
Table of contents

• Introduction
• Part 1
• 1. Positioning the Author
• 2. Theoretical Perspectives
• 3. Methodology: From Theory to Implementation
• 4. Schools in Their Contexts
• Part 2
• 5. The Parents
• 6. Teachers at Their Work
• 7. The Children
• Part 3
• 8. School Routines: Culture, Religion, and Politics in the Classroom
• 9. Ceremonial Events
• 10. Conflicting National Narratives
• Part 4
• 11. The Graduates
• 12. Conclusions
• Author Index
• Subject Index

 

ZVI BEKERMAN teaches anthropology of education at the School of Education and The Melton Center, Hebrew University of Jerusalem. His main interests are in the study of cultural, ethnic, and national identity, including identity processes and negotiation during intercultural encounters and in formal/informal learning contexts. He is particularly interested in how concepts such as culture and identity intersect with issues of social justice, intercultural and peace education, and citizenship education.

 

 

 

New Article: Shalhoub-Kevorkian, A Universalist Perspective for How Israel is using Child Arrest

Shalhoub-Kevorkian, Nadera. “Childhood: A Universalist Perspective for How Israel is using Child Arrest and Detention to further its Colonial Settler Project.” International Journal of Applied Psychoanalytic Studies 12.3 (2015): 223-244.

 

URL: http://dx.doi.org/10.1002/aps.1456

 

Abstract

Drawing from reports and documentation published by Israeli and Palestinian human rights and children’s rights organizations, and establishing the analyses from the voices and stories of Palestinian children suffering from politically motivated abuses, the present paper examines child abuse in settler colonial contexts. Through the analyses of the various voices, narratives, and reports, the paper examines the inscription of state power over children’s bodies and lives, marking the connection between biopolitics and geopolitics, as well as the resultant suffering of children. The analyses of the collected data suggest that knowledge about child maltreatment and the violations of children’s rights cannot be dislocated from the history, politics, and structure of settler colonialism. The paper concludes by arguing that living a childhood situated in spaces of exterminability, as the voices of the studied children reveal, should be defined as child abuse and maltreatment.

 

 

 

New Article: Baron-Epel & Ivancovsky, Unintentional Injuries in Minorities: A Case Study of Arab Israeli Children

Baron-Epel, Orna, and Michal Ivancovsky. “A Socio-Ecological Model for Unintentional Injuries in Minorities: A Case Study of Arab Israeli Children.” International Journal of Injury Control and Safety Promotion 22.1 (2015): 48-56.

 

URL: http://www.tandfonline.com/doi/abs/10.1080/17457300.2013.855794

 

Abstract

Minority children have often been reported to be at high risk of injury. The higher levels of reported unintentional injuries among Arab children compared to Jewish children in Israel are mainly due to pedestrian traffic crashes, falls and burns. Arab children aged 1–4 years have a higher relative risk of injury compared to Jews. We suggest a socio-ecological model to explain these differences in risk based on individual, interpersonal, community and societal ecological levels of society. Each level is divided into social and physical environments and behaviour. Two main factors may contribute to the high rates of injury among Arab children: the quality of the physical environment in which the children live and play and the levels of child supervision. Socio-economic status may contribute to these differences at all ecological levels of society. This approach could be useful for researchers and practitioners to analyse similar issues in other communities and help develop appropriate interventions.