Abstract
Abstract This paper examines the gap between Jewish and Arab students in Israel in the context of learning in informal environments. I attempted to understand whether the difference is a matter of inequity in terms of resource allocation and opportunities provided to the schools. I present the socio-historical-political context and the current situation, based on formal documents. To gain an insiders’ views, I interviewed five Arab science educators and an Arab superintendent. These conversations highlighted the cultural aspect of the gap and a cultural change toward integrating more learning opportunities in out-of-school environments. Using Gutiérrez and Rogoff (2003), rather than taking a deficit view, repertoires of practice is suggested to understand differences. Several implications relevant to other places where different cultural groups live and where educational and social practices affect the ways people use out-of-school time and resources are offered.
Highlights
[The Arab] teachers explicitly expressed their expectation for “enrichment and enjoyment.” They did not expect the program to be connected to the school curriculum
The above quote demonstrates the tension in Arab schools in Israel with respect to the goals and practice of field trips: merely fun or a learning opportunity? This paper looks at the differences between Israeli-Arab schools and Jewish schools in the ways they view field trips to informal learning environments and asks if the differences are due to discrimination and inequity or to cultural differences between the Jewish and Arab societies in Israel
Fewer after-school science programs operate in Arab towns, fewer field trips are offered by Arab schools, and fewer Arab families spend their leisure time in museums and in nature parks
Summary
[The Arab] teachers explicitly expressed their expectation for “enrichment and enjoyment.” They did not expect the program to be connected to the school curriculum. For example, an via free access olive press near school, but no teacher takes the kids to visit and learn about it To explain this lack of attention to what the environment offers, Abeer referred to a course I teach on outdoor education and explained: There is no such course on teaching science in informal settings in my college, so how can you expect teachers to realize it’s important?. Lilian added that the effort in planning and carrying out the field trip in this unit falls solely to the teacher, which makes it extremely demanding She addresses financial obstacles, but with respect to habits and culture, saying that despite the students’ poverty and parents refusing to pay for enrichment programs in school, the families will spend a lot on food, meat, and soft drinks on those picnics. Lilian finished her conversation by saying that she noticed the start of a “back to the land” trend that might affect outdoor learning, but until it does, the obstacles of culture, awareness, and resources impede proper out-of-school learning
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