Israel's Religious and Ethnic Divisions and their Reflection in Its Schools

• In Event: Highlighted Session: Religion, Education and Social (In)Justice

Proposal

Objective.
This paper is a case study of how the ethnic and religious divisions within Israeli society are both reflected in and reinforced by its education system. Israel’s divisions are fourfold--Arabs (21% of the population, mainly Muslim), “ultra-orthodox” Jews (12%), orthodox Jews (17%), and “secular” Jews (46%). Similarly, Israeli primary and secondary education consists of four separate sub-systems—three Jewish ones—secular, “orthodox”, and “ultra-orthodox” —and one Arab one, where the language of instruction is Arabic. Children in the different sub-systems not only do not meet each other but they are educated towards deeply contradictory values. Israel’s recent past President (Reuven Rivlin), described Israel’s challenge in 2015: “Will this be a secular, liberal state, Jewish and democratic? Will it be a state based on Jewish religious law? Will it be a state of all its citizens, of all its national ethnic groups? Tribe, by tribe, by tribe, by tribe.” The paper unravels the nature of these divisions as reflected in tis education system. The latter part of the paper describes new trends and innovations in education which seek to break down ethnic and religious barriers and build tolerance for “the other.”

Methodology.
The paper draws from high quality sample surveys and case studies which examine social, ethnic, religious, educational, and demographic trends in Israel, undertaken by well-respected NGOs, as well as statistics available from the Israeli Central Bureau of Statistics (CBS), Israel’s Census Bureau. Much of this data has not been cited by previous researchers. It includes a review of past research in Israel and elsewhere in the world. It is enriched by interviews with Israeli demographers, social scientists, economists, “innovators,” and religious authorities, as well as on-site visits.

Innovation and Value for Comparative Research.
The paper draws on Israeli data which past academic researchers have not cited and so enriches our understanding of the Israeli situation. From a broader point of view, conflicts between secular, democratic, and universalistic values and exclusionary, particularistic, and religious values in schools can be found around the world. Israel’s religious, ethnic, and linguistic divisions reflected in its schools can illuminate similar issues found elsewhere in the world. Israel’s efforts to build increased tolerance through schooling could be adapted by countries facing similar challenges.

Author

• Laurence Wolff, sel-employed