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Abstract
The Arab-Palestinian minority in Israel, one-fifth of the country's population, has been underrepresented in Israeli institutions of higher education since the establishment of the state. This article focuses on the authors’ shared aim of promoting diversity and multiculturalism in institutions of higher education in Israel. It first introduces Arab marginalisation within Israeli society as a whole. Subsequently, it offers a critical overview of existing data and research on the challenges faced by young Arab-Palestinians in higher education institutions in Israel. Based on this indispensable analysis, which clearly shows the numerous obstacles that await Arab-Palestinians on their path to graduation, the article goes on to suggest some required changes. Presenting some useful policy transformations and courses of action, it subsequently introduces multicultural academia as a better conceptual and practical framework for achieving inclusive education.
Notes on contributors
Dr. Tamar Hager is a Senior Lecturer in the Department of Education and in the Gender Studies Program at Tel Hai College, Israel. She heads the sub-department of “Social Education” in the Education department. Multiculturalism, peace education, dialogue, critical pedagogy and social activism are core issues of her academic research, writing and teaching. She is the founder and the former co-director of the college's Center for Peace and Democracy whose mandate is to academically and administratively develop and implement the multicultural vision of the college.
Dr. Yousef Jabareen is a Senior Lecturer at Tel-Hai College were he served as the head of the Center of Peace and Democracy. He also serves as the founding Director of the Arab Center for Law and Policy, Dirasat, based in Nazareth. On March 2015 he was elected as a member of the Knesset (Israel‘s parliament) with the Arab Joint List. Dr. Jabareen holds a doctorate in human rights from the Georgetown University Law Center. His work is dedicated to various facets of human rights, democracy and inclusion.
Notes
1. Indeed, most of the thousands of students studying in Jordan are in the healthcare field. Many of them are not admitted to Israeli universities due to their scores on the psychometric exam. For more on the psychometric exam as a barrier, see Mustafa (Citation2009).
2. Another source of delay is the suspended release of the final scores of the matriculation exams (the Bagrut) by the Ministry of Education. The scores are released after the initial registration period at universities, thus leaving Arab candidates with narrower choices of subject, sometimes forcing them to defer their studies for a year.
3. This is a pre-army programme, which allows gifted students to finish their academic degree before their compulsory service, later using their specialisation in the army.
4. Researchers have defined the term ‘marginality' as a situation in which members of a minority group attempt to integrate into a majority culture by adopting its social norms and cultural codes, distancing themselves from their own culture yet are faced with exclusion (Park Citation1928; Stonequist Citation1935). This can result in double alienation.
5. Israel's Highest Academic Society: 108 Professors but not a single Arab http://www.haaretz.com/news/national/.premium-1.546618
6. It is important, however, to note the recent decision by the University of Haifa to recognise Muslim and Christian holidays. http://www.haaretz.com/news/national/israeli-university-adds-christian-and-muslim-holidays-to-vacation-calendar-for-first-time.premium-1.526231
7. For a summary of the findings by the Israeli Ministry of Industry, Trade and Labour, see, State of Israel (Citation2012). For initial critique of the plan, see Prusher (Citation2012).
8. Unlike other academic institutions in Israel, Tel Hai College has made multiculturalism a part of its institutional vision. The vision reads as follows:
The Tel-Hai College will be a model for multicultural academic activity while creating a common expanse which brings together Arabs and Jews. The College will work towards a dialogue between Arabs and Jews within the campus and will also promote activities in this area with the surrounding communities. The College will develop and implement long term multicultural knowledge and know-how, both in theory and in practice. The College is committed to creating an intercultural bridge and intercultural contact, and allow for equal opportunities and fulfillment of potential while encouraging excellence in all individuals studying and working within its walls – all this, whilst creating together in mutual respect.