Bulletin: Aliyah, Immigration, Refugees and Trafficking

Articles

• Ofir Abu, Fany Yuval, and Guy Ben-Porat, Responses of Ethiopian Jews in Israel to Stigmatization by the Police
• Debora Pricila Birgier et al, Self-Selection and Host Country Context in the Economic Assimilation of Political Refugees in the United States, Sweden, and Israel
• Jonah B. Cohen, Ethiopian-Israeli Community
• Ravit Talmi Cohn, Time Making and Place Making: A Journey of Immigration from Ethiopia to Israel
• David Dose et al, Comparing Immigrants from the Former Soviet Union to Israel and Germany
• Netanel Fisher and Avi Shilon, Integrating Non-Jewish Immigrants and the Formation of Israel’s Ethnic–Civic Nationhood
• Eti Gilad and Shosh Millet, The Identity of Ethiopian Immigrants in Israel
• Keith Goldstein and Pnina Golan-Cook, The Dilemma of Deviant Subcultures for Immigrant Youth Integration: An Analysis of Popularity Attainment in Israeli Schools
• Nelly Kfir and Adriana Kemp, The Legalization of Migrants and Human Rights Activism in Israel
• Michal Lev-Keren, Bias Factors in Mathematics Achievement Tests among Israeli Students from the Former Soviet Union
• Malka Muchnik et al, The Status of the Four Languages in Israel
• Larissa Remennick, Generation 1.5 of Russian-speaking immigrants in Israel and in Germany
• C. Zbenovich, Cross-Cultural Communication in Russian-Speaking Immigrant Families in Israel

Reviews

• Maina Chawla Singh, on Joseph Hodes’ From India to Israel: Identity, Immigration, and the Struggle for Religious Equality

Report

• Barry R. Chiswick, Linguistic and Economic Adjustment among Immigrants in Israel

Theses

• Noam Perry, The Promise and Pitfalls of Unilateral Pressure to Combat Human Trafficking: U.S. Pressure on Israel, the Philippines, and Thailand (PhD, Northeastern)

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: Manor-Binyamini, Mothers of Adolescent Children with Disabilities in the Druze Community in Israel

Manor-Binyamini, Iris. “Positive Aspects of Coping among Mothers of Adolescent Children with Developmental Disability in the Druze Community in Israel.” Journal of Intellectual and Developmental Disability (early view; online first).

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URL: http://dx.doi.org/10.3109/13668250.2015.1129665

 

Abstract

Background: The purpose of this study was to compare perceptions of coping as experienced by 240 mothers of adolescents with and without developmental disability in the Druze community in Israel. Method: The mothers completed the Sociodemographic Questionnaire, Grandparents Functional Support Assessment, Family Adaptability and Cohesion Evaluation Scales, and the Posttraumatic Growth Inventory. Results: Both groups were found to be similar in their perception of family cohesion and emotional support. However, mothers of adolescents with a developmental disability reported higher rates of both adaptability to change and personal growth. Moreover, associations were found between family cohesion and adaptability to change and support, and between adaptability to change and social support and personal growth. Conclusion: Druze mothers of adolescents with developmental disability reveal important information regarding positive coping strategies.

 

 

 

New Article: Netz & Lefstein, Disagreements in Classroom Discourse: England, US, Israel

Netz, Hadar, and Adam Lefstein. “A Cross-Cultural Analysis of Disagreements in Classroom Discourse: Comparative Case Studies from England, the United States, and Israel.” Intercultural Pragmatics 13.2 (2016): 211-55.

 

URL: http://dx.doi.org/10.1515/ip-2016-0009

 

Abstract

How do cultural and institutional factors interact in shaping preference structures? This paper presents a cross-cultural analysis of disagreements in three different classroom settings: (1) a year 6 (ages 11–12) mainstream class in England, (2) a fifth-grade class of gifted students in the United States, and (3) a fourth-grade mainstream class in Israel. The aim of the study is to investigate how disagreements are enacted in these settings, exploring the influence of cultural communicative norms on the one hand and pedagogical goals and norms on the other. The study highlights culture-specific discursive patterns that emerge as the teacher and students manage a delicate balance between often clashing cultural and educational motives.

 

 

 

New Article: Gor Ziv, Teaching Jewish Holidays in Early Childhood Education in Israel

Gor Ziv, Haggith. “Teaching Jewish Holidays in Early Childhood Education in Israel: Critical Feminist Pedagogy Perspective.” Taboo 15.1 (2016): 119-34.

 

URL: http://search.proquest.com/openview/40522e5877f96e9463985043f68d6e85/1?pq-origsite=gscholar&cbl=28753

 

Abstract

Teaching Jewish holidays in secular kindergartens in Israel is a major part of the early childhood education curriculum and often revolves around myths of heroism. The telling of these stories frequently evokes strong nationalist feelings of identification with fighting as they describe survival wars and conflicts in which the heroes are mostly male fighters and Jewish victory over the enemy is celebrated. Thus the teaching of the holidays hidden agenda strengthens ceremonial, patriarchal and national ideas. This paper proposes a number of educational alternatives in accordance with critical feminist pedagogy and Jewish values of social justice. The article focuses on three major holidays: Hanukah, Purim and Passover. It shows in each one of them the conventional reading of the holiday which is the traditional way it is being taught in secular kindergartens, the holiday through a critical feminist pedagogy lens and application in early childhood classrooms.

 

 

 

New Article: Paz, Biopolitics and Public Opinion in Recognizing Non-Citizen Children in Israel

Paz, Alejandro I. “Speaking like a Citizen: Biopolitics and Public Opinion in Recognizing Non-Citizen Children in Israel.” Language & Communication 48 (2016): 18-27.

 

URL: http://dx.doi.org/10.1016/j.langcom.2016.01.002

 

Abstract

This paper examines the public sphere process by which non-citizen children of labor migrants came to be recognized as Israeli citizens. In response to a public campaign, three government resolutions were issued in the 2000s to provide Israeli citizenship for these young non-citizens. Generally, studies of non-citizen migrants have emphasized their deportability and illegality as the primary aspect of the biopolitics of contemporary citizenship. On the other hand, I draw attention to the mass mediated process from which public opinion emerges to set the boundary between citizen and non-citizen. To describe this, I examine the pragmatics of voicing non-citizen children in public discourse. I also describe how legal documentation became the semiotic technology through which public opinion was rationalized bureaucratically.

 

 

 

New Article: Winstok, Effects of Childhood Experience of Violence on Young Israeli Adults’ Global Self-Esteem

Winstok, Zeev. “Effects of Childhood Experience of Violence Between Parents and/or Parent-to-Child Violence on Young Israeli Adults’ Global Self-Esteem.” Violence and Victims 30.4 (2015): 699-713.

 

URL: http://dx.doi.org/10.1891/0886-6708.VV-D-13-00126

Abstract
The study examines long-term effects of family violence in childhood (violence between parents and/or parent-to-child violence) on adult self-esteem. Data were derived from a sample of 352 university students. Findings show that young adults not exposed to family violence in childhood report the highest self-esteem; lower self-esteem reports were by those experiencing one type of family violence; the lowest self-esteem was reported by those who experienced two types of family violence. In the latter two groups, self-esteem was also affected by frequency of violence. A linkage was identified between the family violence types examined: The more frequent one type of violence, the more frequent the other type. Theoretical and practical implications for the study of effects of family violence on child development are discussed.

 

New Article: Hoshen et al, Stimulant Use for ADHD among Children in Israel

Hoshen, Moshe B., Arriel Benis, Katherine M. Keyes, and Helga Zoëga. “Stimulant Use for ADHD and Relative Age in Class among Children in Israel.” Pharmacoepidemiology and Drug Safety (early view; online first).

 

URL: http://dx.doi.org/10.1002/pds.3962

 

Abstract

Diagnosis of children with attention-deficit/hyperactivity disorder (ADHD) is increasing. The present study sought to identify characteristics and medication treatment patterns of children with ADHD and compare them by relative age in class, sex, ethnicity, family size, sibling order, and other socioeconomic status, as well as find trends in disparity of pharmacotherapy. This study was based on data from 1 013 149 Clalit Health Services members aged 6–17 years during 2006–2011. The use of stimulant medication is growing among children in Israel. Although the overall use does not exceed the estimated prevalence of ADHD among children, the appropriateness of prescribing to the Israeli pediatric population, especially to the youngest children in class, may be questionable.

 

 

 

New Article: Pizmony-Levy & Kosciw, School Climate and the Experience of LGBT Students: A Comparison of the US and Israel

Pizmony-Levy, Orna, and Joseph G. Kosciw. “School Climate and the Experience of LGBT Students: A Comparison of the United States and Israel.” Journal of LGBT Youth 13.1-2 (2016): 46-66.

 

URL: http://dx.doi.org/10.1080/19361653.2015.1108258

 

Abstract

This article examines the school experience of lesbian, gay, bisexual, and transgender (LGBT) students in the United States and Israel. Through comparison of the sociocultural and edu-cational contexts, the authors assess whether school experience of LGBT students differs or operates similarly across countries. The authors use data from the National School Climate Survey conducted in 2007 in the United States and the Israeli School Climate Survey conducted in 2008 in Israel. In comparison with their Israeli counterparts, LGBT students in the United States were more likely to experience assault and harassment in schools but were more likely to have access to LGBT supportive resources in their schools. Results from multi-variate analysis show that negative school climate affect absent-eeism and school belonging similarly for both countries.

 

 

 

New Article: Erhard & Ben-Ami, The Schooling Experience of Lesbian, Gay and Bisexual Youth in Israel

Erhard, Rachel L., and Eyal Ben-Ami. “The Schooling Experience of Lesbian, Gay and Bisexual Youth in Israel: Falling Below and Rising Above as a Matter of Social Ecology.” Journal of Homosexuality (early view; online first).

 

URL: https://dx.doi.org/10.1080/00918369.2015.1083778

 

Abstract

Research on the schooling experience of lesbian, gay and bisexual (LGB) youth in Israel and in other western countries has been largely risk focused, whereas extrinsic and intrinsic protective factors, which enable LGB adolescent students to cope with school homophobic bullying, are often overlooked. To address this shortcoming, the researchers conducted a qualitative study based on semi-structured interviews with twenty LGB-identified secondary school students. The findings and implications emphasized the key role of adequate ecological protective factors for LGB youth in enhancing effective coping mechanisms in response to school homophobic bullying.

 

 

ToC: Israel Studies 21.2 (2016)

Israel Studies, 21.2 (2016)

Table of Contents

 

 Front Matter (pp. i-v)

Special Section—Dislocations of Immigration

The Politics of Defining Jews from Arab Countries (pp. 1-26)

Shayna Zamkanei 

Challenges and Psychological Adjustment of Religious American Adolescent Immigrants to Israel (pp. 27-49)

Avidan Milevsky

“Marginal Immigrants”: Jewish-Argentine Immigration to the State of Israel, 1948–1967 (pp. 50-76)

Sebastian Klor

Articles

Annexation or Separation? The Municipal Status of the Jewish Neighborhoods of Jaffa 1940–1944 (pp. 77-101)

Tamir Goren

Reasoning from History: Israel’s “Peace Law” and Resettlement of the Tel Malhata Bedouin (pp. 102-132)

Havatzelet Yahel and Ruth Kark

The Israeli Names Law: National Integration and Military Rule (pp. 133-154)

Moshe Naor

 Khilul Hashem: Blasphemy in Past and Present Israel (pp. 155-181)

Gideon Aran

The Construction and De-construction of the Ashkenazi vs. Sephardic/Mizrahi Dichotomy in Israeli Culture: Rabbi Eliyahou Zini vs. Rabbi Ovadia Yosef (pp. 182-205)

Joseph Ringel

Back Matter

 

 

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: Gross-Manos & Ben-Arieh, How Subjective Well-Being Is Associated With Material Deprivation in Israeli 12-Year-Olds

Gross-Manos, D., and A. Ben-Arieh. “How Subjective Well-Being Is Associated With Material Deprivation and Social Exclusion in Israeli 12-Year-Olds.” American Journal of Orthopsychiatry (early view; online first).

 
URL: http://www.ncbi.nlm.nih.gov/pubmed/26986840

 
Abstract

The literature examining the relations between economic situation and happiness has focused almost exclusively on a household’s income as a proxy for economic situation and, accordingly, also focused chiefly on the adult population, excluding children and adolescents. To fill this gap, this study examines the relation between economic deprivation and happiness by using 2 alternative proxies: material deprivation and social exclusion. The study tests the relation of these measures to the most common measure for happiness-subjective well-being (SWB)-in a sample of Israeli 12-year-olds (N = 1,081). The study also examines the effects of culture and life circumstances on these complex relations. Findings show that both material deprivation and social exclusion are negatively associated with children’s SWB. Social exclusion explained a much larger percentage of children’s SWB, adding up to 20%. Furthermore, children who were identified as materially deprived and socially excluded were found to be at much greater risk for unhappiness. Material deprivation was found to be significantly more important to the SWB of males compared with females, and for Jews compared with Arabs. Finally, some implications for social policy and regarding the relation of economic situation and happiness are discussed.

 

 

 

New Article: Zeidner & Shani-Zinovich, Self-Concept in Gifted vs. Non-Identified Israeli Students

Zeidner, Moshe, and Inbal Shani-Zinovich. “A Comparison of Multiple Facets of Self-Concept in Gifted vs. Non-Identified Israeli Students.” High Ability Studies (early view; online first).

 

URL: http://dx.doi.org/10.1080/13598139.2015.1095076

Abstract

This study compares facets of self-concept in gifted and non-identified Israeli adolescent students. The self-concept mean score profile of gifted vs. non-selected Israeli students was significantly different, with gifted students reporting higher mean levels of academic self-concept, but lower mean levels of social, personal, and physical self-concepts when compared with their non-identified counterparts. Overall, gifted students showed different patterns of self-concept than their peers. The data are discussed in view of theory and past research in the gifted literature.

 

 

New Article: Gavriely-Nuri, The Outbreak of Peace in Israeli Children’s Periodicals, 1977–79

Gavriely-Nuri, Dalia. “The Outbreak of Peace in Israeli Children’s Periodicals, 1977–1979.” Journal of Multicultural Discourses (early view; online first).

 
URL: http://dx.doi.org/10.1080/17447143.2016.1153643

 
Abstract

This study focuses on two exceptional moments in the Egyptian–Israeli history of conflict: the visit of President Anwar Sadat to Jerusalem in November 1977 and the signing of the Israeli–Egyptian peace treaty in March 1979. Combining peace studies, cultural studies and discourse analysis, the article analyzes the response of Israeli most popular children’s periodicals to these dramatic peace events in real time, during the months in which they occurred. The article’s contribution to peace research lies in its ability to shed light on how intergenerational discourse conveys peace legacy, a relatively neglected arena in peace research. In doing so, it likewise focuses on the discursive ‘failures’ embedded in the Israeli peace discourse.

 

 

 

New Article: Schonmann, Drama and Theatre Experiences with Young People in the Israeli Context

Schonmann, Shifra. “Drama and Theatre Experiences with Young People in the Israeli Context.” In Drama and Theatre with Children. International Perspectives (ed. Charru Sharma; London and New York: Routledge, 2016): 179-89.

 

 

 

 

New Article: Krumer-Nevo et al, Exclusion and Double Exclusion in the Lives of Drug Traders in Israel

Krumer-Nevo, Michal, Yamit Elfassi, Shifra Sagy, and Maya Lavie-Ajayi. “Neither Seeing Nor Seen. Exclusion and Double Exclusion in the Lives of Young People Involved in the Drug Trade in Israel.” Young 24.1 (2016): 36-52.

 

URL: http://dx.doi.org/10.1177/1103308815613683

 

Abstract

Social exclusion has been identified as a prominent factor informing our understanding of young people involvement in gang life, violence and crime. While the literature on social exclusion focuses on the education and employment systems, there is a limited literature regarding the role played by correctional institutions in exacerbating social exclusion. This article explores the reciprocal relationships between young people involved in the drug trade in Israel and various educational and correctional services in their community. It focuses on a term commonly articulated by the youth, ‘not seeing with the eyes’, which they use to describe themselves as consciously, purposefully and openly ignoring and flouting societal norms. However, the educational and correctional services present a similar attitude, manifesting institutional blindness in connection with the youth and hence contributing to the double exclusion of young men. The article exposes the practices and processes through which this double exclusion takes place.

 

 

New Article: Sansanwal et al, What Mental Health Professionals in Israel Know and Think about Adolescent Problem Gambling

Sansanwal, Rayna M., Jeffrey L. Derevensky, and Belle Gavriel-Fried. “What Mental Health Professionals in Israel Know and Think about Adolescent Problem Gambling.” International Gambling Studies (early view, online first).

 

URL: http://dx.doi.org/10.1080/14459795.2016.1139159

 

Abstract

Mental health professionals are well versed in addressing multiple adolescent risky behaviours and play a primary role in the identification of and referral process and service provision for young people who engage in such behaviours. Given their ‘person-in-environment’ approach, training in multi-sectoral collaboration, and awareness of social policies, social workers are especially equipped to provide needed mental health services to young people. The aim of the current study was to examine Israeli mental health professionals’ awareness of and attitudes towards adolescent high-risk behaviours, including gambling. Child psychologists, social workers and school counsellors (N = 273) completed an online survey addressing concerns related to high-risk behaviours. Findings revealed that social workers perceived gambling as being among one of the least concerning adolescent mental health issues and reported feeling the least confident in their abilities to provide services to young people with gambling problems. The results suggest the importance of youth gambling addictions being incorporated into social work training curricula.

 

 

 

New Article: Isralowitz & Reznik, Binge Drinking and Risk Taking Behavior Among Adolescent Females

Isralowitz, Richard, and Alexander Reznik. “Binge Drinking and Risk Taking Behavior Among Adolescent Females in Israel.” Journal of Child and Adolescent Psychiatric Nursing (early view; online first).

 

URL: http://dx.doi.org/10.1111/jcap.12126

Abstract

Purpose
This prospective study examined binge drinking and alcohol-related problem behavior among Israeli adolescent females attending public school or a residential facility for substance abuse treatment.

Problem
Scant information is known about adolescent females, especially those with high-risk (e.g., school dropout and immigrant origin) characteristics.

Methods
The authors hypothesized that school, residential treatment, and mothers’ country of origin status are associated with binge drinking and problem behavior.

Findings
Females in residential treatment reported higher levels of binge drinking and problem behavior as expected. However, country of origin was not a significant factor differentiating the female adolescents in school or a residential facility. Logistic regression points to current cigarette smoking, ease of purchasing alcohol, unsupervised night activity, low religiosity, and being physically threatened as predictors of binge drinking and problem behavior.

Conclusion
The lack of differences based on country of origin status points to acculturation as a possible reason for the homogeneity. Further research is needed to study the impact of acculturation as well as monitor the alcohol use patterns and problems of adolescents over time and across locations to address prevailing needs.

 

 

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.