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Alternative education in Palestinian-Arab society in Israel: Rationale and characteristics

Author

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  • Magadley, Wissam
  • Amara, Muhammad
  • Jabareen, Yousef

Abstract

The past two decades have witnessed the emergence of alternative schools in Palestinian-Arab society in Israel. Drawing on data from interviews and observations at two prominent alternative schools, we examine the rationale for establishing alternative schools in Palestinian-Arab society in Israel and their characteristics. The analysis reveals that discontent with the state-mandated curriculum, the lack of autonomy, and the excessive focus on academic achievement in mainstream schools were the main reasons for establishing alternative schools. The analysis identified six major themes that distinguish these schools from mainstream schools: interpersonal relationships; alternative teaching practices; alternative subjects and extracurricular activities; strengthening students’ sense of Palestinian national and cultural identity; active parental engagement; and committed, motivated teachers. The findings are discussed in relation to mainstream schools in Palestinian-Arab society in Israel.

Suggested Citation

  • Magadley, Wissam & Amara, Muhammad & Jabareen, Yousef, 2019. "Alternative education in Palestinian-Arab society in Israel: Rationale and characteristics," International Journal of Educational Development, Elsevier, vol. 67(C), pages 85-93.
    • Handle: RePEc:eee:injoed:v:67:y:2019:i:c:p:85-93
    DOI: 10.1016/j.ijedudev.2019.04.002
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    References listed on IDEAS

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    1. Khalid Arar & Tamar Shapira & Faisal Azaiza & Rachel Hertz-Lazarowitz, 2013. "Arab Women in Management and Leadership," Palgrave Macmillan Books, Palgrave Macmillan, number 978-1-137-31933-3, September.
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