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Part 2: Figures of Leadership and Political Identities

Leadership and identity politics on the eve of the Israeli 2015 elections: children’s perspectives

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Abstract

This article addresses identity politics in Israeli society on the eve of the 2015 elections as recounted in interviews with Israeli children. Children belonging to four groups of Israeli society (secular Jews, religious Jews, Ethiopian Jews and Arabs) were asked about the suitability of male and female candidates running for the position of Israeli prime minister. The findings can be viewed through two types of power relations: gender power relations and power relations between groups of different collective identities. Gender power relations reflect gender inequality. One example of this inequality is that female candidates are perceived as transparent in regard to their suitability for the post of prime minister. Power relations between different groups reflect the hierarchy of collective identities; secular Jews hold a hegemonic status, while other groups weaken each other in order to strengthen their own relative status within the hierarchy. This study shows that power relations between the four groups in Israeli society are present and internalized as early as elementary school a finding that holds important implications as Israel works toward its ultimate goal of democracy.

Notes

1. Eisenstadt, “Multiple Modernities”, 25–26.

2. Sasson-Levy et al., Points of Reference, 7–8.

3. Ibid.

4. Allport, “Prejudice”, 120–134; Myers, Social Psychology, 360–390; Stephan and Stephan, Improving InterGroup Relations, 65.

5. Brewer, “Reducing Prejudice”, 165–183.

6. Tajfel and Turner, “An Integrative Theory”, 7–24; Dan et al., “Differences in State Anxiety”, 1136–1143; Rouhana, “Group Identity”, 33–52.

7. Tajfel and Turner, “An Integrative Theory”, 7–24.

8. Kelman, “The Place of Ethnic Identity”, 3–26; Kimmerling and Moore, “Collective Identity”, 25–49; Schlesinger, “Wishful Thinking”, 6–17.

9. Bruner, Acts of Meaning, 7–9; Gergen and Gergen, “Narrative and the Self”, 17–56; Lieblich and Josselson, The Narrative Study of Lives, 10–15.

10. Carter, “Children and the News”, 255–262; Lemish, Children and Media, 5–8.

11. Austin, “Political Socialization”, 263–270; Møller and Harriet, “Reasoning About Exclusion”, 520–532; Rutland and Killen, Prejudice, and Group Identity, 64–67; Mertan and Senel, “Understanding of ‘Enemy’”, 465–473.

12. Shaffer and Kipp, Developmental Psychology, 413.

13. Elbedour et al., “Moral Reasoning in Children”, 1053–1066.

14. Galotti, Cognitive Development, 335.

15. Rimalt, “From Law to Politics”, 5–18.

16. Tajfel and Turner, “An Integrative Theory”, 7–24.

17. Halperin et al., “Group-Based Hatred”, 93–123.

18. Shaffer and Kipp, Developmental Psychology, 414–417.

19. Mertan and Senel, “Understanding of ‘Enemy’”, 465–473.

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