Between survival and vision: Boundary-crossing Arab teachers in Jewish schools and Arab teachers in their community |
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| Institution: | 1. Beit Berl College, Israel;2. Beit Berl Academic College, Israel;1. University of Helsinki, Faculty of Social Sciences, P.O. Box 54 (Unioninkatu 37), 00014, Finland;2. University of Helsinki, Faculty of Theology, P.O. Box 4 (Vuorikatu 3), 00014, Finland;3. University of Oslo, Department of Psychology, P. O. Box 1094 Blindern, N-0317 Oslo, Norway;1. Department of Psychology, Koç University, 34450 Istanbul, Turkey;2. Department of Psychology, Ozyegin University, 34794 Istanbul, Turkey;3. Department of Psychology, Dokuz Eylul University, 35210 Izmir, Turkey;4. Trauma and Disaster Mental Health, Bilgi University, 34060 Istanbul, Turkey;1. Monsour Counseling and Psychological Services, The Claremont Colleges Services, Claremont, CA, United States;2. Department of Special Education, Rehabilitation, and Counseling, Auburn University, Auburn, AL, United States;3. Department of Educational, School, and Counseling Psychology, University of Kentucky, Lexington, KY, United States;4. Office of the Executive Vice President for Academic Affairs and Provost, University of Cincinnati, Cincinnati, OH, United States;1. University of Canterbury, New Zealand;2. ERCOMER, Utrecht University, the Netherlands |
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| Abstract: | This mixed-methods study examined the experiences of belonging/otherness among Arab teachers in Israel. A group of boundary-crossing teachers: Arab teachers in Jewish schools (AJ; N = 57) was compared with Arab teachers teaching in their own community (AA; N = 103). We found that the AJ group had a multicultural orientation, unlike the AA group, who were community-orientated. These orientations are reflected in different otherness sources, different motivations for selecting a workplace, and differences in identity ratings. While professional and social sources promoted teachers’ sense of belonging in the two groups, the source of AJs' sense of otherness was the national divide as opposed to community-oriented aspects in AAs. Selfefficacy ratings were high in both groups with a significant advantage for AJs, an unanticipated finding given that most of them were women, had attended teacher training colleges rather than universities, and were rarely homeroom teachers. Arab teachers' involvement in Jewish schools was partial with a low proportion of classroom educators or teachers in managerial roles. AJs tend to leave their national identity outside the school, and are not involved in political discourse or in the staffroom power relations. The phenomenon of integrating AJs is relatively new, and within a segregated education system that limits the opportunities for Jews and Arabs to meet, it can provide a viable, albeit limited, tool to inhibit prejudice and antagonism between Jews and Arabs. |
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| Keywords: | Mixed methods Boundary-crossing Minority teachers Self-efficacy Belonging Otherness |
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