Abstract
This study seeks to present through a case study a new phenomenon that is still limited in scope, but is taking shape within the Israeli education system. It is that of Muslim Arab women who choose to teach in Israeli Jewish schools. The article presents the case study of such a teacher. The purpose of the article is to analyze the subject’s perceptions, beliefs and feelings in the context of her place within the Israeli education system and the understanding of the mechanisms she employs to reinforce her sense of self-efficacy in coping with the identity conflict deriving from being an Arab teacher in a Jewish high school. The study is interpretative in nature and examines how the Muslim Arab teacher perceives her integration while relating to the experiences with various bodies (administration, colleagues, students and parents). The study is based on an open in-depth interview with the teacher. Findings indicated how tools relating to her personal sense of self-efficacy help her bridge the gap between her professional and personal identities.
Highlights
This study seeks to present through a case study a new phenomenon that is still limited in scope, but is taking shape within the Israeli education system
Research Context and Aims The article presents the case of an Arab teacher who teaches a technological subject matter in a Jewish school
The aim of the article is to analyze her perceptions, beliefs and feelings in the context of her place in the Israeli education system. It seeks to understand the mechanisms she uses to strengthen her sense of self-efficacy in order to cope successfully with the identity conflict arising from the fact she is an Arab teacher in a Jewish school
Summary
This study seeks to present through a case study a new phenomenon that is still limited in scope, but is taking shape within the Israeli education system It is that of Muslim Arab women who choose to teach in Israeli Jewish schools. The purpose of the article is to analyze the subject’s perceptions, beliefs and feelings in the context of her place within the Israeli education system and the understanding of the mechanisms she employs to reinforce her sense of self-efficacy in coping with the identity conflict deriving from being an Arab teacher in a Jewish high school. The study takes place in a multicultural educational context of minority groups, and the article begins with a description of the structure of the Israeli education system Following that, it presents the concept of social identity and the theory of self-efficacy in an intercultural context. Despite the many debates within the discourse of multicultural/intercultural education about the proper and effective ways to promote relationships of mutual respect between members of different cultural groups, there is http://aes.julypress.com
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