‘Social movements of educators’ influencing the environment in the sphere of formal education: the Education Department of the ‘Kibbutz Artzi’ (1926–2000) as an example

Abstract

The uniqueness of the Kibbutz Artzi ‘social movement’ of educators is illustrated and summarized in two articles: (1) The first (previous) article, ‘The Education Department of the ‘Kibbutz Artzi’ as leader of ‘a social movement of educators’ (1926–2000) influencing the environment in the sphere of formal education’ (Journal of Educational Administration and History, 36(1)) described in historical sequence the unique activities in the ‘Kibbutz Artzi’ schools, under the guidance of the education department as a ‘movement of educators’; (2) In this second article we shall analyze these activities by means of the theory regarding social movements, including also the unique features of kibbutz education, and providing tools for the study of other educational and social movements. At the beginning of the 21st century it is possible to sum up briefly the story of the ‘Kibbutz Artzi’ educators’ movement, described in the previous article. It originated in the Gilboa Children’s Society in the twenties, as a practical experiment. The writings of the founding fathers and their collaborators were published in the educational press and in forums of educators. Golan began the process in ‘Kibbutz Artzi’ in the 1930s and 1940s, together with planning and founding the first Shomria secondary institution and instituting its ‘subject method’. In the 1950s and 1960s it was further developed at educators’ conferences and training sessions, and summarized in resolutions regarding both principles and practice, published in the Movement’s press. A process of change and continuity in the elementary ‘societies’ and the secondary ‘institutions’, in their size and unique methods, has been going on since the 1950s. The radical changes and a revival in ‘Kibbutz Artzi’ education theory and practice have occurred in the last two decades, marked by a shifting of collaboration within the national frameworks to collaboration within regional ones. The ups and downs of communal education went hand in hand with general developments: after the climax from the