On Legal Literacy and Mobilization of Students' Rights From a Disempowered Professional Status: The Case of Israeli Teachers

• In Event: Law, Education, and Religion: The Religious Liberties of Students, Teachers, K–12 Schools, and Universities

Abstract

The study examined Israeli teachers’ knowledge and perceptions of student’s rights, and their reports on their actions in rights-related cases. It also examined whether and how teachers independently seek out legal information. Semi-structured interviews with teachers revealed that although teachers encounter frequent legal questions, most of them were only minimally knowledgeable, expressed reluctance to seek out information, and perceived themselves as lacking the capacity to do so. Moreover, due to legal myths that purportedly limit teachers’ autonomy, teachers reported feeling helpless and acknowledged violating rules that in actuality do not exist. The conclusions discuss the interface of legal literacy, Israeli teachers’ low social status, and their perceptions of teachers’ professionalism.

Authors

• Lotem Perry-Hazan, University of Haifa

• Eden Tal-Weibel, University of Haifa