Publication Cover
Diaspora, Indigenous, and Minority Education
Studies of Migration, Integration, Equity, and Cultural Survival
Volume 10, 2016 - Issue 1
159
Views
1
CrossRef citations to date
0
Altmetric
Articles

Spirituality in Teacher Training at an Islamic College in Israel

References

  • Abu-Rabia-Queder, S. (2010). Educated Bedouin women’s dealings with forbidden love, marriage, and partnership. In S. Abu-Rabia-Queder & N. Wiener-Levy (Eds.), Native Palestinian women in Israel: Struggle and confrontation from the margins (pp. 175–201). Tel Aviv, Israel: Van Leer Institute and Hakibbutz Hameuchad. [Hebrew]
  • Aburaiya, I. (2004). The 1996 split of the Islamic movement in Israel: Between the Holy text and Israeli-Palestinian context. International Journal of Politics, Culture, and Society, 17(3), 439–455. doi:10.1023/B:IJPS.0000019612.42870.6d
  • Agbaria, A. (2013). Introduction: Arab teacher training policy in Israel: The claim for national and pedagogical uniqueness. In A. Agbaria (Ed.), Teacher training in Palestinian Israeli society in Israel: Institutional practices and educational policy (pp. 11–48). Tel Aviv, Israel: Resling. [Hebrew]
  • Agbaria, A., & Mustafa, M. (2012). Arab civil society in Israel and involvement in education: Politics of difference between the national-civil and the communal-religious. Mifgash—Journal for Social Educational Work, 20(5), 253–281. [Hebrew]
  • Apple, M. (2001). Educating the “right” way: Markets, standards, god, and inequality. New York, NY : RoutledgeFarmer.
  • Ayalon, A., & Sagee, S. (2008). Types of culture among Palestinian Israeli citizen adolescents: The gender dimension. Social Issues in Israel: Journal for Social Topics, 5, 55–73. [Hebrew]
  • Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. doi:10.1080/03057640902902252
  • Bidwell, C. (1965). The school as a formal organization. In J. G. March (Ed.), Handbook of organizations (pp. 972–1022). Chicago, IL: Rand McNally.
  • Bram, C. (2014). Spirituality under the shadow of the conflict: Sufi circles in Israel. Israel Studies Review, 29(2), 118–139.
  • Clifford, J. (1990) Notes on (Field)notes. In R. Sanjeck (ed.), Fieldnotes: The makings of anthropology (pp 47–70). Ithaca, NY: Cornell University Press.
  • Dantley, M. E. (2005). African American spirituality and Cornel West’s notions of prophetic pragmatism: Restructuring educational leadership in American urban schools. Educational Administration Quarterly, 41(4), 651–674. doi:10.1177/0013161X04274274
  • Dantley, M. E. (2010). Successful leadership in urban schools: Principals and critical spirituality, a new approach to reform. Journal of Negro Education, 79(3), 214–219.
  • Dillard, C. B. (2006). When the music changes, so should the dance: Cultural and spiritual considerations in paradigm “proliferation.” International Journal of Qualitative Studies in Education, 19(1), 59–76. doi:10.1080/09518390500450185
  • Dillard, C. B., Abdur-Rashid, D. I., & Tyson, C. A. (2000). My soul is a witness: Affirming pedagogies of the spirit. International Journal of Qualitative Studies in Education, 13(5), 447–462. doi:10.1080/09518390050156404
  • English, L. M. (2000). Spiritual dimensions of informal learning. New Directions for Adult and Continuing Education, 2000(85), 29–38. doi:10.1002/(ISSN)1536-0717
  • English, L. M., Fenwick, T. J., & Parsons, J. (2005). Interrogating our practices of integrating spirituality into workplace education. Australian Journal of Adult Learning, 45(1), 7–28.
  • Erdreich, L. (2004). Opening identities for change: Multiple literacies of Palestinian Israeli women at the university ( Unpublished dissertation). Hebrew University, Jerusalem, Israel.
  • Erdreich, L. (2010). To the university and back: Palestinian Israeli women’s paths of repositioning. In S. Abu-Rabia-Queder & N. Wiener-Levy (Eds.), Native Palestinian women in Israel: Struggle and confrontation from the margins (pp. 123–147). Tel Aviv, Israel: Van Leer Institute and Hakibbutz Hameuchad. [Hebrew]
  • Erdreich, L. (2015). Sacralized citizenship: Women making known selves in an Islamic teachers’ college in Israel. International Journal of Qualitative Studies in Education, 28(4), 415–436. doi:10.1080/09518398.2014.916001
  • Goodall, H. (2000). Writing the new ethnography. Lanham, England: AltaMira Press.
  • Gutierrez, G. (1971). A theology of liberation: History, politics, salvation. Maryknoll, NY: Orbis Books.
  • Hareesh, N., & Daboul, D. (2013). The pedagogical supervisor’s perception of his role in Arab teacher education. In A. Agbaria (Ed.), Teacher training in Palestinian Israeli society in Israel: Institutional practices and educational policy (pp. 171–190). Tel Aviv, Israel: Resling. [Hebrew]
  • Holland, D., & Eisenhart, M. (1990). Educated in romance: Women, achievement and college culture. Chicago, IL: University of Chicago Press.
  • Hooks, B. (2013). Teaching community: A pedagogy of hope. London, England: Routledge.
  • Israeli, R. (1993). Muslim fundamentalism in Israel. London, UK: Brassey's.
  • Joseph, S. (Ed.). (1999). Intimate selving in Arab families: Gender, self, and identity. Syracuse, NY: Syracuse University Press.
  • Khatib, M., & Eisokovits, R. (2012). Intimate relations, couple partnership, and marriage among young Arabs in Israel. Mifgash—Journal for Social Educational Work, 20(5), 201–226. [Hebrew]
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. doi:10.3102/00028312032003465
  • Luke, C., & Gore, J. (1992). Introduction. In C. Luke & J. Gore (Eds.), Feminisms and critical pedagogy (pp. 1–14). New York, NY: Routledge.
  • Mahmood, S. (2005). Politics of piety: The Islamic revival and the feminist subject. Princeton, NJ : Princeton University Press.
  • Mayer, R. (1993). The development of the Islamic movement in Israel. Arabs in Israel 3, 6.
  • Mayer, T. (1989). The “Muslim Youth” in Israel. Hamizrah Hehedash, 32, 10–20. [Hebrew]
  • Nasr, S. H. (1987). Islamic spirituality: Foundations. New York, NY: Crossroads.
  • Palmer, P. (1993). To know as we are known: Education as a spiritual journey. New York, NY: HarperCollins.
  • Palmer, P. J. (2003). Teaching with heart and soul: Reflections on spirituality in teacher education. Journal of Teacher Education, 54(5), 376–385. doi:10.1177/0022487103257359
  • Paz, Reuven (1989). The Islamic movement in Israel in the wake of the local elections. Tel Aviv, Israel: The Moshe Dayan Center [Hebrew].
  • Peled, A. (1994). The Islamic movement in Israel. In H. Mutalib & T. Hashmi (Eds.), Islam, muslims and the modern state (pp. 278–297). New York, NY: St. Martin’s Press.
  • Peled, A. (2001). Debating Islam in the Jewish state: The development of policy toward Islamic institutions in Israel. Albany, NY: SUNY Press.
  • Peñalva, S. L., Coggin, L. S., & Medina, C. L. (2014). Examining transcultural spiritual literacies among Latino children through artifactual mediations. Diaspora, Indigenous, and Minority Education, 8(2), 92–107.
  • Pillow, W. (2003). Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodological power in qualitative research. International Journal of Qualitative Studies in Education, 16(2), 175–196. doi:10.1080/0951839032000060635
  • Rabinowitz, D. (1995). Umm El Fahm - Dilemnas of transformation. Hamizrach Hehadash, 37, 169–179.
  • Rekhes, E. (1993). The Islamic movement in Israel–In the balance of a decade. In D. Mansheri (ed.), Fundamentalist Islam: Challenges to civil stability (p. 71–80). Tel Aviv, Israel: The Moshe Dayan Center[Hebrew].
  • Rekhes, E. (2000). The Islamic movement in Israel and its connection with political Islam in the territories. In R. Gavison & D. Hacker (eds), The Jewish-Arab rift in Israel: A reader (p. 271–296). Jerusalem, Israel: The Israel Democracy Institute. [Hebrew]
  • Resh, N., & Benavot, A. (2009). Educational governance, school autonomy, and curriculum implementation: Diversity and uniformity in knowledge offerings to Israeli pupils. Journal of Curriculum Studies, 41(1), 67–92. doi:10.1080/00220270802446826
  • Sa’ar, A. (2004). Many ways of becoming a woman: The case of unmarried Israeli-Palestinian “Girls”. Ethnology, 43(1), 1–18.
  • Shahjahan, R. A. (2004). Centering spirituality in the academy: Toward a transformative way of teaching and learning. Journal of Transformative Education, 2(4), 294–312. doi:10.1177/1541344604268330
  • Shahjahan, R. A. (2009). The role of spirituality in the anti-oppressive higher-education classroom. Teaching in Higher Education, 14(2), 121–131. doi:10.1080/13562510902757138
  • Shahjahan, R. A. (2010). Toward a spiritual praxis: The role of spirituality among faculty of color teaching for social justice. Review of Higher Education, 33(4), 473–512. doi:10.1353/rhe.0.0166
  • Tisdell, E. (2003). Exploring spirituality and culture in adult and higher education. San Francisco, CA: Jossey Bass.
  • Tisdell, E. J. (2006). Spirituality, cultural identity, and epistemology in culturally responsive teaching in higher education. Multicultural Perspectives, 8(3), 19–25. doi:10.1207/s15327892mcp0803_4
  • Tisdell, E. J. (2008). Spirituality and adult learning. New Directions for Adult and Continuing Education, 2008(119), 27–36. doi:10.1002/ace.v2008:119
  • Tisdell, E. J., & Tolliver, D. E. (2003). Claiming a sacred face: The role of spirituality and cultural identity in transformative adult higher education. Journal of Transformative Education, 1(4), 368–392. doi:10.1177/1541344603257678
  • Van Maanen, J. (2011). Tales of the field: On writing ethnography (2nd ed.). Chicago, IL: University of Chicago Press.
  • Watad Khouri, K. (2013). Evaluation of the training period from the viewpoint of new teachers. In A. Agbaria (Ed.), Teacher training in Palestinian Israeli society in Israel: Institutional practices and educational policy (pp. 147–170). Tel Aviv, Israel : Resling. [Hebrew]
  • Wexler, P. (1996). Holy sparks: Social theory, education and religion. New York, NY: St. Martin’s Press.
  • Zellermayer, M., & Munthe, E. (2007). Introduction: Teachers learning in communities. In M. Zellermayer & E. Munthe (Eds.), Teachers learning in communities: International perspectives (pp. 1–6). Rotterdam, Netherlands: Sense.
  • Zidani, I., & Karnieli, M. (2013). “Our religion protects girls through separate education”: A pirate school for religious Islamic education. In B. Alpert & S. Shlasky (Eds.), A close look at the school and the classroom: Ethnographic studies on education (pp. 141–172). Tel Aviv, Israel: MOFET Institute Press. [Hebrew]

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.