Bulletin: Higher Education and Student Life

Articles

• Mira G. Baron, Real Estate in Studentified Neighborhoods
• Avinatan Hassidim, Assaf Rommm, and Ran I. Shorrer, Redesigning the Israeli Psychology Master’s Match
• David R. Katz, Israeli Medical Education
• Raz Kletter, Water from a Rock: Archaeology, Ideology, and the Bible
• Pierre Kletz and Granit Almog-Bareket, Higher Education in Management
• Shaul Lev-Ran, Yoed Steinmetz & Mark Weiser, Attitudes towards Substance Use among Medical Students in Israel
• Miki Malul, Dafna Schwartz, and Raphael Bar-El, The Role of Academic Institutions in Mitigating the Israeli-Palestinan Conflict
• Ami Rokach, Higher Education in Israel: An Overview
• Dalit Yassour-Borochowitz and Helena Desivillia, Incivility Between Students and Faculty in an Israeli College

Theses

• Eyal Ziggy Clyne, Middle Eastern and Islam Studies in Israeli Universities (PhD, Manchester)

ToC: Israel Studies Review 31.2 (2016)

Israel Studies Review 31.2 (2016)

Table of Contents

Articles

• The Puzzle of The University on Air: A Story of Media and Academia in Israel, 1977–2013 / Hagai Boas and Ayelet Baram-Tsabari (1–21)
• Menachem Begin’s World Travels in the 1950s: A Road to Political Legitimacy / Ofira Gruweis-Kovalsky (22–40)
• The New Economic Policy of 1962: How Israeli Economists Almost Changed the Israeli Economy / Ronen Mandelkern (41–60)
• War and Memory: The Israeli Communist Commemoration of the Spanish Civil War, 1936–1986 / Amir Locker-Biletzki (61–79)
• Israel Goes to the Polls: The Road to Elections for the Constituent Assembly, 1948–1949 / Meir Chazan (80–100)
• Westernization and Israelization within Israel’s Extreme Orthodox Haredi Society / Menachem Keren-Kratz (101–129)
• Turkish-Israeli Relations during the Cold War: The Myth of a Long ‘Special Relationship’ / Kilic Bugra Kanat (130–149)

Reviews

• Uri Ram, The Return of Martin Buber: National and Social Thought in Israel from Buber to the Neo-Buberians [in Hebrew].
• Christopher L. Schilling, Emotional State Theory: Friendship and Fear in Israeli Foreign Policy.
• Marwan Darweish and Andrew Rigby, Popular Protest in Palestine: The Uncertain Future of Unarmed Resistance.
• Erella Grassiani, Soldiering under Occupation: Processes of Numbing among Israeli Soldiers in the Al-Aqsa Intifada.
• Assaf Meydani, The Anatomy of Human Rights in Israel: Constitutional Rhetoric and State Practice.
• Yael Raviv, Falafel Nation: Cuisine and the Making of National Identity in Israel.

Bulletin: Israeli Palestinians and Arab Minorities in Israel

Books

Nadim N. Rouhana, Israel and its Palestinian Citizens

 

 

Articles

• Yasmin Aboud-Halabi and Michal Shamai, The Role of Parents in Defining Collective Identity of Arab Adolescents in Israel
• Muhammad Amara, Language, Identity and Conflict: Examining Collective Identity through the Labels of the Palestinians in Israel
• Asnat Dor and Hana Hallifa-Yunnis, Prolonged Coresidence: Israeli Arab Emerging Adults Who Live with Their Parents
• Sfaa Ghnadre-Naser and Eli Somer, The Nakba Experience among Internally Displaced Palestinians in Israel
• Caesar Hakim, Jenny Kurman, and Yohanan Eshel, Stereotype Threat and Stereotype Reactance: Performance of Palestinian Citizens of Israel on Achievement Tests
• Tal Meler, Palestinian-Israeli Single Mothers Accord Motherhood a New Meaning
• Kareem Nasser, Dalia Sachs, and Amalia Sa’ar, A Necessary Evil: Residential Placement of People with Intellectual Disability among the Palestinian Minority in Israel
• Paul S. Rowe, Palestinian Christian Civil Society Organizations and the Survival of the Christian Minority in Israel-Palestine
• Amalia Sa’ar, Alisa C. Lewin, and Dalit Simchai, Feminist Identifications among Jewish and Palestinian Students in Israel
• Maha Sabbah-Karkaby and Haya Stier, Education and Age at Marriage among Palestinian Women in Israel
• Maisa Totry-Fakhoury and Nurit Alfasi, Applying Complexity Theory for Analyzing Arab-Palestinian Towns in Israel
• Ghadir Zreik, David Oppenheim, and Abraham Sagi-Schwartz, Infant Attachment and Maternal Sensitivity in the Arab Minority in Israel

 

New Article: Dominguez, On Anthropology in Israel

Dominguez, Virginia R. “On Anthropology in Israel.” American Anthropologist 118.1 (2016): 142-158 (with responses).

 

URL: http://dx.doi.org/10.1111/aman.12506

 

Extract

The following subsection includes responses to three questions I formulated and sent to all living past heads of the Israel Anthropological Association. Marked with asterisks below are the past and living IAA heads who responded to my request, but I nonetheless include the full list of past heads (called chairs until relatively recently but now called presidents). Nineteen colleagues have served the IAA in that capacity since the founding of the association in 1973; nine of them responded to my three questions, and those answers appear in this special World Anthropology subsection.

My questions were as follows:

• (1)What kind of work do you associate with Israeli anthropology—Now? Twenty to thirty years ago? Fifty to sixty years ago?
• (2)What do you find most challenging in Israeli anthropology or as an anthropologist in Israel?
• (3)What do you find most praiseworthy and productive in (the practice of) anthropology in Israel?

Responses by Henry Abramovitch, Tel Aviv University; Nurit Bird-David, University of Haifa; Harvey E. Goldberg, Hebrew University of Jerusalem; André Levy, Ben-Gurion University; Dan Rabinowitz, Tel Aviv University; Amalia Sa’ar, University of Haifa; Moshe Shokeid, Tel Aviv University; Alex Weingrod, Ben-Gurion University; Meira Weiss, Hebrew University of Jerusalem.

 

 

 

New Book: Arar & Haj-Yehia, Higher Education and Palestinians in Israel

Arar, Khalid, and Kussai Haj-Yehia. Higher Education and the Palestinian Arab Minority in Israel. New York: Palgrave Macmillan, 2016.

 

 

Higher Education and the Palestinian Minority in Israel examines perceptions concerning the characteristics of higher education acquisition in the indigenous Palestinian Arab minority in Israel. Arar and Haj-Yehia show that Palestinian Arabs in Israel clearly understand the benefit of an academic degree as a lever for social status and integration within the state of Israel. The authors discuss difficulties met by Palestinian high school graduates when they attempt to enter Israel’s higher education institutes, and the alternative phenomenon of studying abroad. The cultural difference between Palestinian traditional communities and ‘Western’ Israeli campuses exposes Arab students to a mix of ethnicities and nationalities, which proves to be a difficult, transformative experience. The book analyzes patterns of higher education acquisition among the indigenous Palestinian minority, describing the disciplines they choose, the challenges they encounter, particularly for Palestinian women students, and explore the implications for the Palestinian minority and Israeli society.

This comprehensive study of higher education among the indigenous Palestinian Arab minority in Israel provides unique knowledge concerning the minority’s access to higher education in and outside its homeland. This knowledge can inform efforts to enhance Palestinian students’ access to Israeli universities, and advance Palestinians’ socio-economic status, with consequent benefit to Israel as a whole.

 

Table of Contents

• List of Tables vii
• List of Figures ix
• Acknowledgments xi
• Prologue 1
• 1 The Context of the Palestinian Arab Minority in Israel (PAMI) 11
• 2 Access to Higher Education among Minorities 23
• 3 Trends in Higher Education among the PAMI 41
• 4 Higher Education Abroad: The Case of the PAMI 73
• 5 Higher Education and PAMI Students’ Identity Formation 117
• 6 Employment Prospects of PAMI Graduates 137
• 7 Policy and Initiatives to Widen Access to Higher Education for the PAMI 161
• Epilogue 181
• Notes 187
• Bibliography 189
• Index 211

 

 

 

New Article: Sherrard, American Biblical Archeologists’ Responses to the Six-Day War

Sherrard, Brooke. “Mystical Unification or Ethnic Domination? American Biblical Archeologists’ Responses to the Six-Day War.” Journal of the Bible and its Reception 3.1 (2016): 109-33.

 

URL: http://dx.doi.org/10.1515/jbr-2016-1002

 

Abstract

After the Six-Day War, members of the American Schools of Oriental Research experienced conflict over how and whether to maintain the organization’s policy on political neutrality. This article argues that ASOR members who supported Israel framed their views as theological, lauding the war for achieving a mystical unification of Jerusalem, while members who opposed the war’s outcome responded that appeals to theology and neutrality were being deployed to justify one ethnic group’s domination over another. I present two main examples, George Ernest Wright and Paul Lapp, and connect their scholarly views on objectivity versus relativism to their political views on the conflict. Wright, a biblical theologian, argued the Old Testament was an objective record of a religion revealed by God to the Israelites and defended the slaughter of Canaanites in terms that echoed justifications for Palestinian displacement. Conversely Lapp, who read the Old Testament as a polemical text, overtly connected his perspectivalism to his pro-Palestinian politics. In 1968 Wright clashed with ASOR residents, including Lapp, who protested Israeli plans to reroute a parade through recently captured areas of East Jerusalem. A reading of the correspondence record created after the protest analyzes the political implications of these differing scholarly positions.

 

 

 

New Article: Arar et al, Academic Choices and Motivation: Diverse Groups in Israel

Arar, Khalid, Ruth Abramovitz, Hanna Bar-Yishay, and Neta Notzer. “Academic Choices and Motivation: Diverse Groups in Israel.” Journal of Further and Higher Education (early view; online first).

 

URL: http://dx.doi.org/10.1080/0309877X.2016.1159291

 
Abstract

Israel is a multi-cultural society with a Jewish majority and a large Arab minority. This study aims to examine whether Israeli Arab and Jewish students have different motivations and consider different factors when choosing a college for postgraduate studies. A case study, during the academic year 2010–11 administered questionnaires to 290 Jewish and Arab postgraduate students in a private academic college in order to investigate students’ motivations for postgraduate studies and choice of college. Findings indicated that the strongest motivation expressed by all the students is a desire for self-fulfilment. Motivation for social mobility and to help to empower their society is more important for Arab students. Convenience considerations (proximity to home, flexible entrance standards and employment prospects while studying) determined college choice for Jews and Arabs more than college reputation and teaching quality. Yet Arab students attach more importance than Jewish students to the college’s quality. It is concluded that postgraduate programmes should be more sensitive to diverse students’ needs.

 

 

New Article: Gilboa and Magen, Crisis Communication Research in Israel

Gilboa, Eytan, and Clila Magen. “Crisis Communication Research in Israel. Growth and Gaps.” In The Handbook of International Crisis Communication Research (ed. Andreas Schwarz, Matthew W. Seeger, and Claudia Auer; Malden, Mass. and Oxford, UK: Wiley Blackwell, 2016): 327-36.

 

Extract

Gesser-Edelsburg and Zemach (2012) explored CC strategies used by Israeli Prime Minister Benjamin Netanyahu to deal with the December 2010 Carmel forest fire disaster. Ostensibly, this crisis belongs to the national type, but the focus on the prime minister moves it to the individual crisis category… They concluded that Netanyahu made effective use of CC principles including inclusion, clarity, and addressing the public’s values and norms. They claimed, however, that those strategies were used to produce what they labeled “cover-up risk communication,” because the end result was a cover-up of a failure rather than an admission of malfunction and willingness to correct defects. The analysis is interesting but the conclusion ignored important measures applied by the government in the post-crisis era. While the government refused to admit guilt, it took immediate and bold measure to correct the defects.

 

 

New Article: Kalagy, Separation and Integration of Educated Bedouin Women in the Negev

Kalagy, Tehila. “Between Separation and Integration: The Case of Educated Bedouin Women in the Negev.” Social Identities (early view; online first).

 

URL: http://dx.doi.org/10.1080/13504630.2016.1161505

 

Abstract

In this qualitative paper, I have examined how women from a conservative minority group handle their encounter with the values of the majority group as they acquire academic education. This examination was undertaken in the general context of the research tradition that addresses the sociological and anthropological attributes of conservative societies when in confrontation with the processes of moderation, and is based on the acculturation model formulated by Berry. The source materials for this qualitative study are based on in-depth semi-structured interviews with 30 Bedouin students. The fact that Bedouin women who wish to study strive to maintain traditional values, such as their manner of dress, indicates their understanding that it is necessary to create change and acquire an academic education in order to earn a suitable salary and aid their communities, while at the same time upholding the boundaries and conventions set by the community. Tradition is thus maintained, and traditional and even religious values continue to exist within the boundaries of the minority group, alongside the stretching of those boundaries and the integration of values from ‘outside’ with those ‘inside.’

 

 

 

New book: Khattab et al, Socioeconomic Inequality in Israel

Khattab, Nabil, Sami Miaari, and Haya Stier, eds. Socioeconomic Inequality in Israel. A Theoretical and Empirical Analysis. London: Palgrave Macmillan, 2016.

 

 

This volume addresses different aspects and areas of inequality in Israel, a country characterized by high levels of economic inequality, poverty, and social diversity. The book expands on the mechanisms that produce and maintain inequality, and the role of state policies in influencing those mechanisms.

 

Table of Contents

The Correlates of Household Debt in Late Life
Lewin-Epstein, Noah (et al.)
Pages 13-40

Household Inequality and the Contribution of Spousal Correlations
Plaut, Pnina O. (et al.)
Pages 41-57

Religious Schooling, Secular Schooling, and Household Income Inequality in Israel
Kimhi, Ayal (et al.)
Pages 59-72

First-Generation College Students in an Expanded and Diversified Higher Education System: The Case of Israel
Ayalon, Hanna (et al.)
Pages 75-96

Ethno-Religious Hierarchy in Educational Achievement and Socioeconomic Status in Israel: A Historical Perspective
Friedlander, Dov (et al.)
Pages 97-121

Overqualification and Wage Penalties among Immigrants, Native Minorities, and Majority Ethnic Groups
Khattab, Nabil (et al.)
Pages 123-149

The Gender Revolution in Israel: Progress and Stagnation
Mandel, Hadas (et al.)
Pages 153-184

Gender Earnings Gaps in Ethnic and Religious Groups in Israel
Kraus, Vered (et al.)
Pages 185-204

The Role of Peripheriality and Ethnic Segregation in Arabs’ Integration into the Israeli Labor Market
Schnell, Izhak (et al.)
Pages 207-224

Horizontal Inequality in Israel’s Welfare State: Do Arab Citizens Receive Fewer Transfer Payments?
Shalev, Michael (et al.)
Pages 225-252

 

Policy Paper: Göbel, The Israeli Lobby for Research and Innovation in the European Union

Göbel, Benedict. “The Israeli Lobby for Research and Innovation in the European Union. An Example of Efficient Cooperation in the European Neighbourhood?” Bruges Political Research Papers 49/2015 (2016).

 

URL: https://www.coleurope.eu/system/files_force/research-paper/wp49_gobel.pdf (PDF)

 

Abstract
Israel figures among the world-leaders in R&D expenditure and has a high-performing scientific community. Since the 1990s it has been associated with the Scientific Policy of the European Union via the European Research Framework Programmes (FP). The cooperation between Israel and the EU in this domain has gradually increased and benefits the scientific communities on both sides. In 2014 the association of Israel to the latest and biggest European FP ever adopted (Horizon 2020) was renewed for the fourth time. Based on all the scientific evidence provided, the elaboration of a European Research Policy can be identified as a highly regulated domain, offering relevant ‘channels of influence’. These channels offer Israel the opportunity to act within the Research Policy system. Being a member of several formal EU bodies in charge of implementing EU Research Policy, Israel is able to introduce its positions effectively. This is accompanied by an outstanding level of activity by Israel in linking concrete EU Research Policy measures to the Israeli Scientific Community at the national level. To carry out this task, Israel relies on an effective organization, which remodels the provided EU structures: European ‘National Contact Points’ (NCPs) are concentrated within the ‘Europe Israel R&D Directorate’ (ISERD). ISERD connects efficiently all the relevant actors, forums and phases of EU-Israeli Research Policy. ISERD can be recognized as being at the heart of Israel’s research cooperation with the EU.

 

 

 

New Article: Lubin, American Studies, the Middle East, and the Question of Palestine

Lubin, Alex. “American Studies, the Middle East, and the Question of Palestine.” American Quarterly 68.1 (2016): 1-21.

 

URL: http://dx.doi.org/10.1353/aq.2016.0002

 

Abstract

This essay examines the intellectual history of American studies programs and departments in the Middle East, especially the relationship of these programs to US State Department efforts at cultural diplomacy or “soft power” after the Cold War. Through this examination, the essay theorizes the relationship of transnational American studies scholarship in the Middle East to the internationalization of the field. In their efforts to understand the United States, American studies programs in the Middle East have foregrounded the question of Palestine in ways that make these programs distinct from US-based American studies programs that still often regard Palestine as “America’s last taboo.” In their insistence on centering the question of Palestine within their vision of American studies, American studies programs in the Middle East demonstrate the unruly consequences of the internationalization of the discipline in political geographies where American primacy and exceptionalism are contested.

 

 

 

ToC: International Journal of Educational Research 76 (2016); special section on Arabs in Israel

International Journal of Education Research 76 (2016)

Special section on Higher Education in a Transforming Society: The Case of Arabs in Israel; Guest edited by Hanoch Flum and Avi Kaplan

 

Higher education in a transforming society: The case of Arabs in Israel
Pages 89-95
Hanoch Flum, Avi Kaplan

Access to higher education and its socio-economic impact among Bedouin Arabs in Southern Israel
Pages 96-103
Ismael Abu-Saad

English as a gatekeeper: Inequality between Jews and Arabs in access to higher education in Israel
Pages 104-111
Yariv Feniger, Hanna Ayalon

On the meaning of higher education for transition to modernity youth: Lessons from future orientation research of Muslim girls in Israel
Pages 112-119
Rachel Seginer, Sami Mahajna

The paths of ‘return’: Palestinian Israeli women negotiate family and career after the university
Pages 120-128
Lauren Erdreich

The conception of work and higher education among Israeli Arab women
Pages 129-140
Rachel Gali Cinamon, Halah Habayib, Margalit Ziv

Higher education among minorities: The Arab case
Pages 141-146
Alean Al-Krenawi

New Article: Ayalon, Student Co-mentoring in Israeli and American Universities

Ayalon, Aram. “Student Co-mentoring in Israeli and American Universities: Promoting Mutual Academic Success.” In Global Co-Mentoring Networks in Higher Education. Politics, Policies, and Practices (ed. B. Gloria Guzmán Johannessen; Cham: Springer, 2016): 187-202.

 

 

URL: dx.doi.org/10.1007/978-3-319-27508-6_11

 

Abstract

This chapter describes a peer mentoring approach that was incorporated in two courses that were at the beginning and at the end stages of students’ higher education programs: Undergraduate freshmen and doctoral students. With the goal of providing students with academic and social support using student-to-student co-mentoring experiences, the students were divided into dyads or triads. The students were asked to function both as mentors and mentees throughout an academic semester with the purpose of engaging them in co-mentoring to better meet the challenges faced, either in transitioning from high school to college or in furthering the advancement in their doctoral programs. Students enjoyed the meaningful help received and given as co-mentors and found this opportunity fulfilling. The results suggest that effective mentors not necessarily need to be more experienced or more knowledgeable than their mentees as the research suggests, but a more important aspect of effective mentoring might be providing the opportunity for persons to help others, especially those who are in similar predicaments.

 

 

ToC: Israel Affairs 22.1 (2016)

Israel Affairs, Volume 22, Issue 1, January 2016 is now available online on Taylor & Francis Online. This new issue contains the following articles: Articles Sixty-two years of national insurance in Israel Abraham Doron Pages: 1-19 | DOI: 10.1080/13537121.2015.1111632 Rethinking reverence for Stalinism in the kibbutz movement Reuven Shapira Pages: 20-44 | DOI: 10.1080/13537121.2015.1111640 Making war, thinking history: David Ben-Gurion, analogical reasoning and the Suez Crisis Ilai Z. Saltzman Pages: 45-68 | DOI: 10.1080/13537121.2015.1111638   Military power and foreign policy inaction: Israel, 1967‒1973 Moshe Gat Pages: 69-95 | DOI: 10.1080/13537121.2015.1111636 Arab army vs. a Jewish kibbutz: the battle for Mishmar Ha’emek, April 1948 Amiram Ezov Pages: 96-125 | DOI: 10.1080/13537121.2015.1111633 Lip-service to service: the Knesset debates over civic national service in Israel, 1977–2007 Etta Bick Pages: 126-149 | DOI: 10.1080/13537121.2015.1111630 State‒diaspora relations and bureaucratic politics: the Lavon and Pollard affairs Yitzhak Mualem Pages: 150-171 | DOI: 10.1080/13537121.2015.1111637 Developing Jaffa’s port, 1920‒1936 Tamir Goren Pages: 172-188 | DOI: 10.1080/13537121.2015.1111634 University, community, identity: Ben-Gurion University and the city of Beersheba – a political cultural analysis Yitzhak Dahan Pages: 189-210 | DOI: 10.1080/13537121.2015.1111631 The Palestinian/Arab Strategy to Take Over Campuses in the West – Preliminary Findings Ron Schleifer Pages: 211-235 | DOI: 10.1080/13537121.2015.1111639 Identity of immigrants – between majority perceptions and self-definition Sibylle Heilbrunn, Anastasia Gorodzeisky & Anya Glikman Pages: 236-247 | DOI: 10.1080/13537121.2015.1111635 Book Reviews Jabotinsky: a life David Rodman Pages: 248-249 | DOI: 10.1080/13537121.2016.112095 Ethos clash in Israeli society David Rodman Pages: 250-251 | DOI: 10.1080/13537121.2016.1120967 Nazis, Islamists and the making of the modern Middle East David Rodman Pages: 252-254 | DOI: 10.1080/13537121.2016.1120968 The new American Zionism David Rodman Pages: 255-257 | DOI: 10.1080/13537121.2016.1120969 Rise and decline of civilizations: lessons for the Jewish people David Rodman Pages: 258-259 | DOI: 10.1080/13537121.2016.1120970

Workshop: ISGAP-Oxford Summer Institute For Curriculum Development In Critical Antisemitism Studies (Apply by March 1, 2016)

ISGAP-Oxford Summer Institute
For Curriculum Development In Critical Antisemitism Studies
to be held at St Antony’s College, Oxford
starting July 31, 2016

Application Deadline: March 1, 2016

The Institute for the Study of Global Antisemitism and Policy (ISGAP), a New York-based interdisciplinary research center, is seeking scholars-in-residence for an intensive two-week workshop-based curriculum development program aimed at establishing critical antisemitism studies as a recognized academic discipline.

The program is intended primarily for professors with full-time college or university positions, though exceptional doctoral and post-doctoral students may also be considered.

The workshops will take place at St Antony’s College, Oxford, beginning July 31. Under the guidance of leading international academics, scholars-in-residence will be asked to develop new syllabi and curricula for critical interdisciplinary antisemitism courses that the scholars-in-residence will teach in their home institutions after completing the program.

Full and partial scholarships are available.

 

New Article: Malul et al, The Role of Academic Institutions in Mitigating the Israeli-Palestinian Conflict

Malul, Miki, Dafna Schwartz, Raphael Bar-El. “The Role of Academic Institutions in Mitigating the Israeli-Palestinian Conflict.” Journal of Policy Modeling (early view; online first).

 

URL: http://dx.doi.org/10.1016/j.jpolmod.2015.12.006

 

Abstract

We explore whether the implementation of an education policy with Israeli students in a business school, including the elaboration of business projects, actually affects their attitudes towards cooperation with Palestinians. We find that this education pilot project increases the awareness of important barriers, but still at the same time improves the ability to identify appropriate cooperation models and the evaluation of benefits to all sides. Appropriate policy measures are derived, including education programs with the potential participation of third countries, subsidies and governments actual support to cooperation as an instrument for the optimization of socio-political benefits and indirect economic benefits.

 

 

Workshop: University Teaching of Hebrew Language (Hebrew U; July 10-14, 2016)

Continuing Workshop on University Teaching of Hebrew Language

Jerusalem, July 10-14, 2016 / 4-8 Tammuz 5776

Teaching Hebrew Morphology in the 21st Century

 

Workshop Director: Dr. Tania Notarius, The Hebrew University of Jerusalem

The International Center for University Teaching of Jewish Civilization is pleased to announce that it is now accepting applications for this year’s session of the Continuing Workshop on University Teaching of Hebrew Language. The workshop will take place in Jerusalem from Sunday through Thursday, July 10-14, 2016 / 4-8 Tammuz 5776, and will focus on Teaching Hebrew Morphology in the 21st Century.

The International Center’s workshops on University Teaching of Hebrew Language are designed to meet the interests of the professors of Hebrew in universities outside of Israel and to provide theoretical knowledge and practical tools relevant for their teaching. The workshop includes meetings with scholars, lecturers and Hebrew teachers from Israel and abroad, as well as sessions in small groups of colleagues held in an informal setting, aimed to promote fruitful discussion and interchange of ideas.

The workshop is conducted in cooperation with the Division of Hebrew Language Instruction at the Rothberg International School for Overseas Students. Workshop participants will have an opportunity to observe classes conducted by the Division teachers and to hold joint discussions on various issues connected to Hebrew teaching. The workshop program will also include a visit to the Academy Language (the co-organizer of this workshop) and attend lectures and presentations by the Academy staff.  In the varied sessions the workshop participants will also be welcome to present the results of their teaching experience.

Hebrew is known for its rich inflectional morphology (verbal, nominal and pronominal), the acquisition of which is often considered difficult, dull and time-consuming, particularly at the beginners’ levels. This year the workshop on Hebrew teaching at the universities abroad will explore the most updated methods that have the potential to optimize this process for both the teacher and the student, addressing the following questions: Do the Web and the Interactive Technologies propose interesting tools? What can be the role of immersion and communication in acquiring morphological patterns?  How should the challenge of linguistic variationism in Modern Hebrew be addressed – by learning ‘normative’ morphology through the access to classical and literary forms or by adhering to conversational vernacular innovations? All these questions will be treated in their practical aspects with a special consideration of the teaching technologies applied in the classroom.

 

General information:

• Participation is limited to a small number of university teachers of Hebrew language, chosen from applicants from all over the world.
• The costs of accommodation, board, and travel to and from Israel are the responsibility of participants or their sponsoring institutions.
• The fee for participation in the workshop is NIS 1,000.

Interested applicants should submit a CV by e-mail or fax to:

International Center for University Teaching of Jewish Civilization

The Hebrew University of Jerusalem

Tel: +972-2-5881772; Fax: +972-2-5819096;

E-mail:  jewish.civilization@mail.huji.ac.il

New Article: Erdreich, Palestinian Israeli Women Negotiate Family and Career after the University

Erdreich, Lauren. “The Paths of ‘Return’: Palestinian Israeli Women Negotiate Family and Career after the University.” International Journal of Educational Research (early view; online first).

 

URL: http://dx.doi.org/10.1016/j.ijer.2015.11.003

 

Abstract

Based on ethnographic research among Palestinian Israeli university women, this article explores how women reposition themselves in society after university. Continuing the research tradition on educated women’s balance of marriage and career, I consider how this balance is shaped by the political and cultural context. I show how these minority women pave paths of return that both utilize and challenge the ethnic separation between Jewish and Palestinian enclaves in Israel. On a theoretical level, the research shows how women’s uses of higher education simultaneously can be shaped by and work to change macro-structures of society.

 

 

 

New Article: Deichmann, Collaborations between Israel and Germany in Chemistry

Deichmann, Ute. “Collaborations between Israel and Germany in Chemistry and the Other Sciences – a Sign of Normalization?” Israel Journal of Chemistry (early view; online first).

 

URL: https://dx.doi.org/10.1002/ijch.201500074

 

Abstract

The scientific collaboration between Israel and Germany was not initiated, as commonly believed, by the Max Planck Society or by German scientists who wanted to revive collaboration with their former Jewish colleagues. Rather, it was initiated in the mid-1950s by two Israeli scientists from the Weizmann Institute and a German scientist at the time at CERN in violation of the widely accepted cultural boycott by Israel against Germany. The initiators succeeded in procuring political support; large-scale collaboration between the Weizmann Institute, German universities, and the Max Planck Society was developed. In the aftermath of the Second World War, German science suffered from the Nazi expulsion of Jewish scientists and partial international isolation; the collaboration with Israel enabled young German scientists to overcome this isolation and benefit from stimulating Israeli research environments. In times of economic hardship, the collaboration helped Israeli science materially, provided contacts to chemical industry, and strengthened the cooperation between Israeli and European science. The collaboration was built, in part, on postwar myths created by German scientists and the Max Planck Society about their former anti-Nazi attitudes. Despite the difficult beginnings and some hidden political agendas, the collaboration developed very successfully. Germany became Israel’s second most important partner in the scientific field, after the USA. Today, normalcy prevails in many – though not all – of the Israeli-German collaborative projects; the past is not forgotten, but science is in the fore.