Alternative identities in multicultural schools in Israel: emancipatory identity, mixed identity and transnational identity¹

1. This work was founded by Mandel Fellowship for Research in Education, Jerusalem.

Abstract

Economic and technological processes of globalization and the increasing migrations of people in the world undermine dominant national identities. One of the main characteristics of our time is the instability of identities and the continuous invention of new/old identities. Traditions and ethnic identities are deconstructed and reconstructed. Immigrants, first, second and also third generation, participate in the dynamic of identity production. It is as part of this global process of identity production that recently founded multicultural schools in Israel have to be understood. The Kedma, Shevach/Mofet and Bialik multicultural schools provide alternative identities to the prevailing national identity: an emancipatory identity to Mizrahi (Oriental) children, a mixed identity to children of immigrants from the Former Soviet Union and a transnational identity to the children of migrant workers. Rather than facilitating integration into the discriminatory hegemonic national identity, these alternative identities provide new empowering options for young immigrants within Israeli society.

Notes

1. This work was founded by Mandel Fellowship for Research in Education, Jerusalem.

2. In general terms, Ashkenazi refers to Jews from Eastern Europe and the West; Sephardi refers to Jews from Arab countries.

3. According to Al‐Haj (2002) the curriculum in Arab schools reflects a multicultural approach, but it is one that was imposed upon the Arab minority only.

4. See, for instance, the Black Panthers demonstrations and the struggle to bring about change in the official curriculum in the spirit of cultural pluralism (Ben Amos, 1995).

5. Arabs who collaborate with Israeli Defense Forces and are repudiated by their Arab fellows.

6. See, among others, Bairey‐Ben Ishay (1998), Ben‐Yosef (2003), Markowich (in press) and Dahan and Levy (2000).

7. The school closed after a fierce struggle against the authorities and the lack of support of school parents, Mizrachi people who considered the school ideology too extreme and far from the consensual national ideology. According to Shalom Chetrit (2004) there were local activists that induced parents not to send their children to an anti‐establishment school.

8. Mizrahi identity is not a closed category but is one that permits multiplicity and includes, for instance, the Shas ultra‐orthodox identity (Shenhav, 2001). The emancipatory Mizrahi identity is another Mizrahi identity that may be included in the Mizrahi arena of possible identities.

9. Mofet program—a network of Russian evening schools for the reinforcement of science education.

10. ‘Dolphinarium’ is the name of a dance club near a Tel Aviv beach frequented by many young Russian‐speakers.

11. First month of the Jewish calendar.

12. The ceremonial feast held in commemoration of the Exodus from Egypt.

13. Celebrating the reunification of the city in 1967.

14. Ammunition Hill (Giv’at Hatachmoshet) is an entrenched Jordanian position in northern Jerusalem, captured in the 1967 (Six Day) War.

15. Both Israeli and Lebanese Arab collaborators are seen as traitors to the Palestinian cause and are largely repudiated by their Arab fellows.

16. See http://www.bialikschool.tlv.k12.il

17. See http://www.bialikschool.tlv.k12.il