New Article: Benjamin, Contracting-Out Israeli Social Services

Benjamin, Orly. “Gendered Corrosion of Occupational Knowledge: Contracting-Out Israeli Social Services.” Equality, Diversity and Inclusion 5.3 (2016).
 
URL: http://www.emeraldinsight.com/doi/abs/10.1108/EDI-05-2015-0035
 
Abstract

When public agencies seek to privatize a service, a commissioning process begins wherein public sector budgeters must decide how generous the funding will be while taking occupational standards into account so that the quality of service is assured. One important area of occupational standards is the required personnel and job sizes of certified employees. Not enough attention has been directed to how occupational standards’ related knowledge is treated in the process. Purpose: Firstly, investigating how the commissioning process is experienced by Israeli, often female, occupational standards administrators. Secondly, proposing a gendered perspective on Sennett’s corrosion of character thesis. As part of an institutional ethnography project, 16 interviews were conducted with (14 female and 2 male) occupational standards administrators at the Israeli Welfare, Education and Health Ministries. The routine of commissioning involves a stage of using occupational standards’ knowledge and experience, and a stage of dismissing it. The ‘corrosion of character’ embedded in the dismissal stage undermines historical achievements in the area of recognizing caring work and skills. While Sennett’s thesis has already been found plausible for understanding public servants’ experiences of the “new public management”, until recently, not enough attention has been devoted to the commissioning processes’ gendered implications for contract-based delivery of services. This paper examines these implications for the power struggle between the feminist achievements protecting skill recognition in caring occupations, and policy makers.

 

 

 

New Article: Benjamin, Negotiating Job Quality in Contracted-Out Services

Benjamin, Orly. “Negotiating Job Quality in Contracted-Out Services: An Israeli Institutional Ethnography.” In The Post-Fordist Sexual Contract: Working and Living in Contingency (ed. Lisa Adkins and Maryanne Dever; Basingstoke and New York: Palgrave Macmillan, 2016): 149-69.

 

 

Extract

I forward an analysis of the process of preparing contracts themselves prior to service operation, and the negotiations between various public sector administrators that shape employees’ job quality. I make use of Dorothy Smith’s (2005) methodology of institutional ethnography for the purpose of understanding how job quality is shaped for both certified and uncertified employees in the social services commissioned by the Israeli Welfare, Education, and Health ministries.

 

 

 

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: Fast, School Violence Policies in Israel

Fast, Idit. “Understanding Educational Policy Formation. The Case of School Violence Policies in Israel.” Sociology of Education (early view; online first).

 
URL: http://dx.doi.org/10.1177/0038040715615923
 
Abstract

This study explores mechanisms underlying processes of educational policy formation. Previous studies have given much attention to processes of diffusion when accounting for educational policy formation. Less account has been given to the day-to-day institutional dynamics through which educational policies develop and change. Building on extensive governmental archival data, complemented with interviews and media analysis, I study the development and transformation of school violence policies in Israel. I argue that diffusion of global policy ideas and practices provides the menu of possible policies, while within-country struggles over legitimacy in the policy domain serve as a mechanism shaping which items on the menu becomes actual policy. Specifically, in the Israeli case, the interest in and action toward school violence were influenced by a global trend, but the actions of Psychological-Counseling Services (PCS) who struggled to assert their legitimacy as the authority on school violence in the Israeli Ministry of Education (MOE) shaped the adoption, rejection, and institutionalization of the specific school violence policy ideas and practices.

 

 

 

New Article: Shaked, Parental Participation Fees in School Expenses in Israel

Shaked, Haim. “Parental Participation Fees in School Expenses in Israel”. International Journal of Educational Management, 30.1 (2015).

 

URL: http://www.emeraldinsight.com/doi/abs/10.1108/IJEM-09-2014-0127

 
Abstract

Purpose

Many countries throughout the world provide all children with free education. However, sometimes there are user charges in publically-funded schools worldwide. This study aims to explore parental participation fees in school expenses in Israel, depicting the current situation and analyzing its implications.

Design/methodology/approach

Public documents from Israel were explored, such as guidelines of the CEO of the Ministry of Education, laws, court rulings, publications of the Central Bureau of Statistics, reports of State Comptroller and reports of various committees. Document analysis was a three-stage process – condensing, coding and categorizing. The analysis was based on interpretation of the documents collected, attempting to detect explicit and implicit meanings concerning the topic at hand.

Findings

Findings show that the Israeli policy in regard to parental payments has three main characteristics: (1) high basic payments; (2) payments for learning activities; and (3) insufficient enforcement.

Practical implications

According to the findings of this study, it would be advisable to re-examine the Israeli policy in regard to school charges that parents are required to pay.

Originality/value

There is not much research to be found on the subject of parental participation fees in school expenses. The findings of this study expand the limited knowledge existing on this topic.

 

 

 

New Article: Yemini and Gordon, Media Representations of National and International Standardized Testing

Yemini, Miri, and Noa Gordon. “Media Representations of National and International Standardized Testing in the Israeli Education System.” Discourse (early view; online first).

URL: http://dx.doi.org/10.1080/01596306.2015.1105786

Abstract

This study applies discourse analysis to Israeli media coverage of national and international standardized examinations within Israel’s public education system. Through systematic analysis of the topic in the two main Israeli financial publications between the years 2000 and 2013, we explore the nature and narrative of the media and compare the coverage of national and international standardized testing. We find that most of the media attention was devoted to international examinations, while national examinations were covered in a more limited yet critical way, perceived as unnecessary and even dubious. International examinations, in contrast, were described as axiomatic components of the education system. Articles on both national and international standardized testing criticize the education system, blaming teachers, the Ministry of Education, budget constraints, and marginalized populations for Israeli students’ inadequate results. We frame our analysis by alignment of the articles along global–local and also neoliberal–humanistic axes. We structure our assessment within the global–local nexus and discuss the broader implications of the role of the testing in framing the local educational public discourse.

 

 

New Article: Schoenbaum et al, Policy Issues Related to Educating the Future Israeli Medical Workforce

Schoenbaum, Stephen C., Peter Crome, Raymond H. Curry, Elliot S. Gershon, Shimon M. Glick, David R. Katz, Ora Paltiel, and Jo Shapiro. “Policy Issues Related to Educating the Future Israeli Medical Workforce: An International Perspective.” Israel Journal of Health Policy Research (early view; online first).

 

URL: http://dx.doi.org/110.1186/s13584-015-0030-y

 

Abstract

A 2014 external review of medical schools in Israel identified several issues of importance to the nation’s health. This paper focuses on three inter-related policy-relevant topics: planning the physician and healthcare workforce to meet the needs of Israel’s population in the 21st century; enhancing the coordination and efficiency of medical education across the continuum of education and training; and the financing of medical education. All three involve both education and health care delivery.

The physician workforce is aging and will need to be replenished. Several physician specialties have been in short supply, and some are being addressed through incentive programs. Israel’s needs for primary care clinicians are increasing due to growth and aging of the population and to the increasing prevalence of chronic conditions at all ages. Attention to the structure and content of both undergraduate and graduate medical education and to aligning incentives will be required to address current and projected workforce shortage areas. Effective workforce planning depends upon data that can inform the development of appropriate policies and on recognition of the time lag between developing such policies and seeing the results of their implementation.

The preclinical and clinical phases of Israeli undergraduate medical education (medical school), the mandatory rotating internship (stáge), and graduate medical education (residency) are conducted as separate “silos” and not well coordinated. The content of basic science education should be relevant to clinical medicine and research. It should stimulate inquiry, scholarship, and lifelong learning. Clinical exposures should begin early and be as hands-on as possible. Medical students and residents should acquire specific competencies. With an increasing shift of medical care from hospitals to ambulatory settings, development of ambulatory teachers and learning environments is increasingly important. Objectives such as these will require development of new policies.

Undergraduate medical education (UME) in Israel is financed primarily through universities, and they receive funds through VATAT, an education-related entity. The integration of basic science and clinical education, development of earlier, more hands-on clinical experiences, and increased ambulatory and community-based medical education will demand new funding and operating partnerships between the universities and the health care delivery system. Additional financing policies will be needed to ensure the appropriate infrastructure and support for both educators and learners.

If Israel develops collaborations between various government agencies such as the Ministries of Education, Health, and Finance, the universities, hospitals, and the sick funds (HMOs), it should be able to address successfully the challenges of the 21st century for the health professions and meet its population’s needs.

 

 

New Article: Nets-Zehngut et al, Self-Censorship in Conflicts: Israel and the 1948 Palestinian Exodus

Nets-Zehngut, Rafi, Ruthie Pliskin, and Daniel Bar-Tal. “Self-Censorship in Conflicts: Israel and the 1948 Palestinian Exodus.” Peace and Conflict 21.3 (2015): 479-99.

 

URL: http://dx.doi.org/10.1037/pac0000094

 

Abstract
The typical collective memories of societies involved in intractable conflicts play a major role in the eruption and continuation of the conflicts, whereas the positive transformation of these memories to being less self-serving promotes peacemaking. A major factor that inhibits such transformation is self-censorship. Self-censorship, practiced by members of a society’s formal institutions, inhibits the dissemination of alternative, more accurate narratives of the conflict that may change dominating biased conflict-supporting memories. Despite the importance of formal self-censorship in maintaining collective memories of conflicts, little empirical and theoretical research has examined this phenomenon. The present study addresses this omission. It examines the self-censorship practiced from 1949 to 2004 in 3 formal Israeli institutions (the National Information Center, the IDF/army, and the Ministry of Education) regarding the main historical event of the Israeli-Palestinian conflict: the causes of the 1948 Palestinian exodus. This is done by analyzing all of these institutions’ publications produced throughout the 56-year research period and interviewing their key position holders. The results show that the institution gatekeepers practiced self-censorship for 5 reasons: garnering international support, mobilizing citizens, the impact of Zionist ideology, institutional norms, and fear of sanctions. The empirical findings are used to elicit theoretical insights, such as a definition for formal self-censorship, the difference between self-censorship practiced by gatekeepers (from formal and informal institutions) and that practiced by ordinary individuals, the 5 reasons for such self-censorship (distinguishing between 2 categories—intrinsic and extrinsic reasons), and the reasons that led the gatekeepers to admit that they had self-censored.

 

 

New Article: Klieger, Influence of International Surveys on the Israeli Science Curriculum

Klieger, Aviva. “Between Two Science Curricula: The Influence of International Surveys on the Israeli Science Curriculum.” Curriculum Journal 26.3 (2015): 404-24.

 

URL: http://dx.doi.org/10.1080/09585176.2015.1049632

 

Abstract

International surveys have served as agents of change for the introduction of reforms in curricula worldwide. The Israeli Ministry of Education set a goal of raising Israel’s ranking in international surveys so that Israel will be among the 10 leading countries in the Program for International Student Assessment and Trends in International Mathematics and Science Study (TIMSS). The Ministry of Education therefore acted to reduce the gap between the intended and the attained science curriculum by intervening on two curricular levels: the intended and the implemented. Over the years, documents that contributed to the adoption of contents and skills from the international surveys were added to the science curriculum, until the publication of the new science curriculum. The intervention was successful and in TIMSS 2011, Israel ranked 13 out of the 42 participating countries. The present research examines the influence of international surveys on science education in Israel, over the course of time (1996–2011). Analysis of documents accompanying the curriculum shows a clear message that international surveys are standards that should be used for teaching, and every additional document closes the gap between the science curriculum and the international surveys.

 

New Article: Yemini and Dvir, International Baccalaureate and Conflicting Values in the Israeli Education System

Yemini, Miri, and Yuval Dvir. “International Baccalaureate as a Litmus Test Revealing Conflicting Values and Power Relations in the Israeli Education System.” Discourse (early view; online first).

 

URL: http://dx.doi.org/10.1080/01596306.2015.1023700

 

Abstract

This study comprises a comprehensive attempt to reveal the power relations and conflicting interests within the local–global nexus of the Israeli public education system. The perceptions of different stakeholders were explored, in regard to the implementation of the International Baccalaureate Diploma Program as an example of a globally oriented curriculum. Vignette scenarios and mixed methods were utilized in order to survey various stakeholders including parents, school principals, Education Ministry officials, academics, and educational entrepreneurs. Findings indicate that the Israeli education system is somewhat trapped between different and opposing pressures that force transformations in conflicting directions. The Israeli case may serve as a reference point for future research, advancing the study of power relations and tensions between different values and diverse stakeholders in modern education systems, especially within societies engaged in active conflict.

New Article: Agbariya, Arab Civil Society and Education in Israel

Agbariya, Ayman K. “Arab Civil Society and Education in Israel: The Arab Pedagogical Council as a Contentious Performance to Achieve National Recognition.” Race, Ethnicity, and Education 18.5 (2015): 675-95.

 

URL: http://dx.doi.org/10.1080/13613324.2012.759930

 

Abstract

Focusing on recent developments in the field of education, this article grapples with the educational activism of Arab civil society in Israel. Specifically, it presents a case study of a recent initiative to establish an independent Arab Pedagogical Council (APC). I argue that this initiative, although controversial and challenging to the very definition of Israel as both a Jewish nation-state and a democracy, should be considered to be an act of citizenship, rather than a sign of radicalization and separatism. The initiative to establish the APC is a political and ethical act, through which Arab civil society organizations and activists in Israel constitute themselves as independent political actors, citizens, and claimants of rights, entitlements, and responsibilities for the quality of life and future of the Palestinians in Israel.