Legitimizing Public Schooling and Innovative Education Policies in Strict Religious Communities: The Story of The New Haredi Public Education Stream in Israel

Autor/inn/en	Katzir, Shai; Perry-Hazan, Lotem
Titel	Legitimizing Public Schooling and Innovative Education Policies in Strict Religious Communities: The Story of The New Haredi Public Education Stream in Israel
Quelle	In: Journal of Education Policy, 34 (2019) 2, S.215-241 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2018.1438671
Schlagwörter	Foreign Countries; Jews; Public Education; Educational Policy; Educational Innovation; Private Schools; Educational Change; Religious Education; Public Schools; Resistance to Change; Barriers; Federal Regulation; Government Role; Israel + Suchen Sie Ihr Suchwort? Ausland; Jew; Jude; Jüdin; Juden; Öffentliche Erziehung; Politics of education; Bildungspolitik; Instructional innovation; Bildungsinnovation; Private school; Privatschule; Bildungsreform; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Public school; Öffentliche Schule; Bundeskompetenz
Abstract	The study explored how a group of private Haredi (ultra-Orthodox Jewish) schools legitimized an innovative non-mandatory reform. Specifically, it examined the circumstances that facilitated and hindered a "coincidence of wants" between the schools and the Ministry of Education, which resulted in signing agreements that changed the status of the schools from private to public. The study drew on interviews and on various documents, including contracts, summaries of meetings, and work plans. The conclusions portray the correspondence between the top-down and bottom-up processes that facilitated the reform. At their intersection, "discursive interactions" transpired between the Haredi inspectors at the Ministry of Education and school leaders, reflecting a mutual aspiration toward "pragmatic legitimacy." The prominent barriers to the reform derived from the Ministry of Education's strategic assumption that a quiet, unregulated reform would generate less resistance. However, this assumption led to actions that ultimately reduced the effectiveness of the discursive interactions and their ability to produce pragmatic legitimacy. We argue that to legitimize innovative non-mandatory educational reforms in strict religious groups, the State should speak in several voices: through discursive interactions led by cultural mediators, but also through official publications, regulations, and marketing campaigns that would strengthen the reform's pragmatic legitimacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01