The Israeli preschool from the perspective of Eritrean asylum seekers: The issue of power relations in a context informed study

Abstract

This context-informed study addressed the perceptions of Eritrean asylum seekers living in Israel regarding their children’s preschool education. The study was conducted in a qualitative approach and data was collected using semi-structured in-depth interviews and focus groups. Three themes arose from the interview and focus group transcripts: (1) The participants’ experience of non-belonging; (2) Their cultural transition from Eritrea to Israel; and (3) Their encounter with Israeli society and culture through preschool. Across the three themes, aspects of power relations are highlighted, including between the participants and Israeli society and authorities, between them and their children, and between them and the researchers. The findings contribute to the theoretical knowledge about African asylum seekers and their encounter with the Israeli system. In addition, they point to the need for a uniform policy regarding the integration of asylum-seeking children in the Israeli education system, for allocating appropriate resources to that population, and for related pedagogical reforms.