Minority-Group Teachers‘ Different Attitudes toward Controversial Political Issues in Israel (Diferencias actitudinales de los docentes de grupos minoritarios en relación con las controversias políticas en Israel)

References / Referencias

• Agbaria, A. K. (2018). The ‘right’ education in Israel: Segregation, religious ethnonationalism, and depoliticized professionalism. Critical Studies in Education, 59(1), 18–34. https://doi.org/10.1080/17508487.2016.1185642
   Web of Science ®Google Scholar
• Arar, K. (2019). Arab principals’ and teachers’ perceptions of trust and regulation and their contribution to school processes. Leadership and Policy in Schools, 18(4), 648–663. https://doi.org/10.1080/15700763.2018.1475576
   Web of Science ®Google Scholar
• Arar, K., & Ibrahim, F. (2016). Education for national identity: Arab schools principals and teachers dilemmas and coping strategies. Journal of Education Policy, 31(6), 681–693. https://doi.org/10.1080/02680939.2016.1182647
   Web of Science ®Google Scholar
• Arar, K. H. (2015). Leadership for equity and social justice in Arab and Jewish schools in Israel: Leadership trajectories and pedagogical praxis. International Journal of Multicultural Education, 17(1), 162–187. https://doi.org/10.18251/ijme.v17i1.938
   Web of Science ®Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
   Google Scholar
• Bekerman, Z., & Cohen, A. (2017). Diversities and civic education in Israel, a society ridden with conflict. In J. A. Banks (Ed.), Citizenship education and global migration: Implications for theory, research, and teaching (pp. 377–400). American Educational Research Association.
   Google Scholar
• Berry, J. W. (1990). Acculturation and adaptation: A general framework. In W. H. Holtzman & T. H. Bornemann (Eds.), Mental health of immigrants and refugees (pp. 90–102). Hogg Foundation for Mental Health.
   Google Scholar
• Berry, J. W. (1992). Acculturation and adaptation in a new society. International Migration, 30(s1), 69–85. https://doi.org/10.1111/j.1468-2435.1992.tb00776.x
   Web of Science ®Google Scholar
• Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied Psychology, 46(1), 5–34. https://doi.org/10.1111/j.1464-0597.1997.tb01087.x
   Web of Science ®Google Scholar
• Calderon, N. (2000). Pluralists against their will: On the Israelis’ multiple cultures. Zmora Bitan. ( Hebrew)
   Google Scholar
• Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Learning Policy Institute.
   Google Scholar
• Central Bureau of Statistics (CBS)(2018). Religion and Self-Definition of Extent of Religiosity Selected Data from the Society in Israel Report No. 10, Retrieved from https://www.cbs.gov.il/en/mediarelease/Pages/2018/Religion-And-Self-Definition-Of-Extent-Of-Religiosity-Selected-Data-From-The-Society-In-Israel-Report-No-10.aspx
   Google Scholar
• Central Bureau of Statistics. (2019). Society in Israel- Gaps between center and periphery (No. 46).
   Google Scholar
• Cohen, A. (2020). Teaching to discuss controversial public issues in fragile times: Approaches of Israeli civics teacher educators. Teaching and Teacher Education, 89, 103013.
   Web of Science ®Google Scholar
• Dayan, N. (2014). The integration of Ethiopian immigrants in Israel: A snapshot. Ruppin Academic Center, Institute for Immigration and Social Inclusion. ( Hebrew)
   Google Scholar
• Epstein, A. D., & Kheimets, N. G. (2000). Cultural clash and educational diversity: Immigrant teachers’ efforts to rescue the education of immigrant children in Israel. International Studies in Sociology of Education, 10(2), 191–210. https://doi.org/10.1080/09620210000200055
   Google Scholar
• Erlich-Ron, R., & Gindi, S. (2017). Politics in the classroom? Teacher avoidance of controversial discourse around Jewish Arab relations. Zman Hinuch, 3, 9–33.
   Google Scholar
• Erlich-Ron, R., & Gindi, S. (2018). Are civics teachers different from teachers of other disciplines in their handling of controversial issues? Education,Citizenship and Social Justice, 14(2), 1–13.
   Web of Science ®Google Scholar
• Erlich Ron, R., & Gindi, S. (2020). Otherness and belonging of boundary-crossing teachers in the context of origin and religion. Social Issues in Israel, 29(2), 343–368 https://doi.org/10.26351/SIII/29-2/4 ( Hebrew).
   Google Scholar
• Friedman, I. A., & Kass, E. (2002). Teacher self-efficacy: A classroom-organization conceptualization. Teaching and Teacher Education, 18(6), 675–686. https://doi.org/10.1016/S0742-051X(02)00027-6
   Web of Science ®Google Scholar
• Gindi, S., & Erlich-Ron, R. (2018). High school teachers’ attitudes and reported behaviors towards controversial issues. Teaching & Teacher Education, 70, 58–66.
   Web of Science ®Google Scholar
• Gindi, S., & Erlich Ron, R. (2019). Bargaining with the system: A mixed-methods study of Arab teachers in Israel. International Journal of Intercultural Relations, 69, 44–53. https://doi.org/10.1016/j.ijintrel.2018.12.004.
   Web of Science ®Google Scholar
• Guignon, C. (2004). On being authentic. Routledge.
   Google Scholar
• Haddix, M. M. (2017). Diversifying teaching and teacher education: Beyond rhetoric and toward real change. Journal of Literacy Research, 49(1), 141–149. https://doi.org/10.1177/1086296X16683422
   Web of Science ®Google Scholar
• Hess, D. E., & McAvoy, P. (2014). The political classroom: Evidence and ethics in democratic education. Routledge.
   Google Scholar
• Horenczyk, G. (1996). Migrant identities in conflict: Acculturation attitudes and perceived acculturation ideologies. In G. Breakwell, & E. Lyons (Eds.), Changing European identities (pp. 241–250). Butterworth-Heinemann.
   Google Scholar
• Horowitz, T. (1999). Assimilation, monolingualism, unidirectionality, and stereotyping. In T. Horowitz (Ed.), Children of Perestroika in Israel (pp. 22–71). University Press of America.
   Google Scholar
• Howard, J. (2010). The value of ethnic diversity in the teaching profession: A New Zealand case study. International Journal of Education, 2(1), 1–22. https://doi.org/10.5296/ije.v2i1.377
   Google Scholar
• Kymlicka, W. (1995). Multicultural citizenship: A liberal theory of minority rights. Clarendon Press.
   Google Scholar
• Lin, A. R., Lawrence, J. F., Snow, C. E., & Taylor, K. S. (2016). Assessing adolescents’ communicative self-efficacy to discuss controversial Issues: Findings from a randomized study of the word generation program. Theory & Research in Social Education, 44(3), 316–343. https://doi.org/10.1080/00933104.2016.1203852
   Web of Science ®Google Scholar
• Loewenthal, K. (2006). Religion, culture and mental health. Cambridge University Press.
   Google Scholar
• Mantel, C. (2018, September). Teachers with migration history between pedagogical potential and precarised belonging [ Paper presentation]. European Conference on Educational research (ECER), Bolzano, Italy.
   Google Scholar
• Paul-Binyamin, I., & Reingold, R. (2014). Multiculturalism in teacher education institutes–The relationship between formulated official policies and grassroots initiatives. Teaching and Teacher Education, 42, 47–57. https://doi.org/10.1016/j.tate.2014.04.008
   Web of Science ®Google Scholar
• Pew Research center (2015). The religious distribution in Israeli society, Retrieved from https://www.pewresearch.org/wp-content/uploads/sites/7/2016/03/israel_survey_overview.hebrew_final.pdf-Feb15,2020.
   Google Scholar
• Rosen, L., Jacob, M., & Panagiotopoulou, L. (2018, September). Migrant teachers in Germany- Do they differ from non-migrant teachers? [ Paper presentation]. European Conference on Educational research (ECER), Bolzano, Italy.
   Google Scholar
• Rotter, C., & Timpe, M. (2016). Role models and confidants? Students with and without migration backgrounds and their perception of teachers with migration backgrounds. Teaching and Teacher Education, 59, 92–100. https://doi.org/10.1016/j.tate.2016.05.016
   Web of Science ®Google Scholar
• Saada, N., & Gross, Z. (2019). The experiences of Arab teachers in Jewish schools in Israel. Teaching and Teacher Education, 79, 198–207. https://doi.org/10.1016/j.tate.2018.11.012
   Web of Science ®Google Scholar
• Sam, D. L., & Berry, J. W. (Eds.). (2006). The Cambridge handbook of acculturation psychology. Cambridge University Press.
   Google Scholar
• Schmidt, C., & Janusch, S. (2016). The contributions of internationally educated teachers in Canada. In C. Schmidt, & J. Schneider (Eds.), Diversifying the teaching force in transnational contexts: Critical perspectives (pp. 137–151). Brill Sense.
   Google Scholar
• Semyonov, M., & Lewin-Epstein, N. (Eds.). (2004). Stratification in Israel: Class, ethnicity, and gender. Transaction.
   Google Scholar
• Semyonov, M., Raijman, R., & Maskileyson, D. (2016). Immigration and the cost of ethnic subordination: The case of Israeli society. Ethnic and Racial Studies, 39(6), 994–1013. https://doi.org/10.1080/01419870.2015.1081968
   Web of Science ®Google Scholar
• Sit, A., Mak, A. S., & Neill, J. T. (2017). Does cross-cultural training in tertiary education enhance cross-cultural adjustment? A systematic review. International Journal of Intercultural Relations, 57, 1–18. https://doi.org/10.1016/j.ijintrel.2017.01.001
   Web of Science ®Google Scholar
• Strasser, J., & Waburg, W. (2015). Students’ perspectives on minority teachers in Germany. Tertium Comparationis, 2(2), 251–274. https://www.waxmann.com/index.php?eID=download&id_artikel=ART101790&uid=frei
   Google Scholar
• Swirski, S., Konor-Attias, E., & Lieberman, A. (2019). Israel: A Social Report 2018. Adva Center.
   Google Scholar
• Tannebaum, R. P. (2020). Controversial public issues in the secondary classroom. Teacher Education Quarterly, 47(1), 7–26.
   Google Scholar
• Tatar, M., & Horenczyk, G. (2003). Diversity-related burnout among teachers. Teaching and Teacher Education, 19(4), 397–408. https://doi.org/10.1016/S0742-051X(03)00024-6
   Web of Science ®Google Scholar
• Tatum, B. D. (2004). Family life and school experience: Factors in the racial identity development of Black youth in white communities. Journal of Social Issues, 60(1), 117–136. https://doi.org/10.1111/j.0022-4537.2004.00102.x
   Web of Science ®Google Scholar
• Tzfadia, E., & Yacobi, H. (2011). Rethinking Israeli space: Periphery and identity. Taylor & Francis.
   Google Scholar
• Wong, K. L., Lee, C. K. J., Chan, K. S. J., & Kennedy, K. J. (2019). Teacher self-efficacy in cultivating students to become ‘good citizens’: A Hong Kong case. Teacher Development, 23(2), 155–173. https://doi.org/10.1080/13664530.2018.1550435
   Web of Science ®Google Scholar
• Yadgar, Y. (2003). Between ‘the Arab’ and ‘the Religious Rightist’: ‘Significant others’ in the construction of Jewish-Israeli national identity. Nationalism and Ethnic Politics, 9(1), 52–74. https://doi.org/10.1080/13537110412331301355
   Google Scholar
• Ysseldyk, R., Matheson, K., & Anisman, H. (2010). Religiosity as identity: Toward an understanding of religion from a social identity perspective. Personality and Social Psychology Review, 14(1), 60–71. https://doi.org/10.1177/1088868309349693
   PubMed Web of Science ®Google Scholar