‘Invest in your children's education the way you invest in your goats’: systemic educational intervention in a traditional bedouin community – from theory into practice

Abstract

Effective plans for educational change in a heterogeneous and culturally diverse society are still debatable. This study describes the author's experience, success and pitfalls, in applying a systemic and holistic intervention plan to the education system of a large Bedouin village in northern Israel. The village was included in the Ministry of Education project because of its pupils' low achievement level and high dropout rate. The villagers differed from the intervention group–in ethnic origin, culture, religion (Moslems) and worldview. The Project's intervention model established a dynamic continuous dialogue between the academic world, local teachers, parents and formal community leaders, by delegating responsibilities, creating a specific curricula constructed for a the Bedouin population to be couched in intelligible language and concepts. The article highlights the village's micro/macro-politics, and the ethical issues the Project team encountered regarding the conflict between the modern, democratic, western society aims for progress and equality versus the traditional forces striving to preserve the traditions of a community in the throes of an acute culture conflict.