Abstract
ABSTRACT This paper delves into the intricacies of fostering bottom-up educational initiatives aimed at addressing power imbalances in societies marked by intractable conflicts. Focusing on the establishment of a Palestinian-Jewish integrated bilingual education program in Israel, the study examines archival materials and stakeholder interviews to uncover the divergent motivations of politicians, educators, and administrators. It highlights the multifaceted nature of NGO-government negotiations, emphasizing the entanglement of contexts and the presence of internal conflicts within each entity. By exploring the ideological and operational challenges faced at different administrative levels, from national ministries to local municipalities, the paper provides a nuanced understanding of the support mechanisms for integrated bilingual schools. Findings call for an in-depth examination of these complex dynamics and their broader implications for educational policy and practice in conflict-affected settings.
Published Version
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