When Bible and science interact: teachers’ pedagogic and value challenges in teaching religious minority students in higher education settings

The integration of highly religious minority students into institutions of higher education poses significant pedagogical and value challenges for students and teachers alike. We offer a framework for analyzing such challenges, distinguishing between practical concerns, identity issues and value conflicts. By contrasting a deficit perspective to ‘Diversity as resource’, we argue that the latter enables teachers to utilize a collaborative knowledge model in class, surmounting some of the value challenges involved. We present the case of ultra-orthodox students in Israel who have recently entered the gates of higher education for the first time in this society's history. We analyze the narratives of 30 lecturers who teach this population. Most of them adopt a deficit perspective and see their role as academic gatekeepers, minimally adjusting content and pedagogy. A smaller group fosters cross-cultural dialog via a ‘Diversity as resource’ perspective. These findings lead to recommendations for successfully teaching highly religious students.     

Population genetics in Israel in the 1950s. The unconscious internalization of ideology

This essay describes the effects of Zionist ideology on research into human population genetics carried out in Israel during the 1950s and early 1960s. I argue that the internalization of the dominant Zionist narrative is reflected in the articles that were written by Israeli geneticists and physicians during these years. My claim is based on a comparison of articles about human population genetics written and published by Israeli scientists between 1951 and 1963 with similar articles written by non-Israelis. The comparison reveals that during this period the Israeli human geneticists and physicians emphasized the sociological and historical aspects of their research and used their work, among other things, as a vehicle for establishing a national identity and confirming the Zionist narrative.