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

, , , Faculty of Education, Israel

International Journal of Educational Development Volume 67, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

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.

Citation

Magadley, W., Amara, M. & Jabareen, Y. (2019). Alternative education in Palestinian-Arab society in Israel: Rationale and characteristics. International Journal of Educational Development, 67(1), 85-93. Elsevier Ltd. Retrieved June 24, 2019 from .

This record was imported from International Journal of Educational Development on June 3, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2019.04.002

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