Minoritized Women Teachers Navigating Segregated Ethnocentric Education Reality

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Abstract

This paper traces the integration of Arab women teachers in segregated Jewish schools which involves different coping challenges, including the encounter with the school community that constitutes a fertile bed for intercultural contact, both linguistic and ethnic, augmenting teachers’ circles of belonging, and identity formation. We draw upon two theoretical lenses, namely Acculturation, and Realistic Group Conflict. We utilized a qualitative research design and focus-group interviews with 15 teachers to unravel this minoritized female teachers’ multifaceted integration challenges. Findings shed light on the Arab women teachers' experiences as they entered and integrated into the Jewish education system, providing a broad depiction of the phenomenon, while revealing their agencies and the way they bring their culture to the encounter.

Authors

• Eman Abo-Zaed Arar, Texas State University

• Michal Tannenbaum, Tel Aviv University