Abstract
The purpose of this article is to examine the role played by the educational system of Kfar Kama in maintaining Circassian identity: how this has been expressed in different periods and what methods have been used as agents of conservation, as an agent of change? What factors have influenced the educational system? What methods did schools choose to employ? The article examines the decision-making processes regarding the school at Kfar Kama, the role of the internal system in determining educational policy, the results of the dialogue with the national state educational system, and what arrangements have been made to enable retention of Circassian culture by the Ottoman, British and Israeli governments.
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