Identification and Alienation: Aliza Levenberg's Educational Work in Kiryat Shmona in the Early 1960s

Autor/inn/en	Goldstein, Amir; Hager, Tamar
Titel	Identification and Alienation: Aliza Levenberg's Educational Work in Kiryat Shmona in the Early 1960s
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 58 (2022) 4, S.466-485 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2020.1838578
Schlagwörter	Foreign Countries; High School Teachers; Culture Conflict; Activism; Women Faculty; Social Justice; Immigrants; Books; Teacher Attitudes; Educational History; Israel + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Kulturkonflikt; Aktivismus; Politischer Protest; Frauenakademie; Weibliche Gelehrte; Soziale Gerechtigkeit; Immigrant; Immigrantin; Immigranten; Book; Buch; Monographie; Monografie; Lehrerverhalten; History of education; Bildungsgeschichte
Abstract	This article focuses on Aliza Levenberg, an educator who taught at a Kiryat Shmona high school at the beginning of the 1960s. For three years Levenberg, a middle class Western European, travelled every week from her home in Tel Aviv to the poor town in the northern periphery of Israel, the inhabitants of which were mainly immigrants from Islamic countries. Levenberg was a productive writer. Her most famous book, "Kiryat Shmona Chapters," tells of her complex encounter with a culture and way of life so different from her own. Analysing this text, our article addresses the cultural clash she experienced, illuminating its impact on her educational, social, and political perspectives. As we show, Levenberg, who at first was a "dedicated soldier" of the melting pot vision, aiming to bring enlightenment to the poor, eventually refused to take part in this forced conversion. She focused instead on listening to her students, and creating a space that would enable them to form their opinions, and express their fears and hopes. As a result, she developed a more flexible and sensitive educational vision. Reading her book as literary autoethnography enable us to expose the hidden layers of the emotional, social, and political process she underwent during this period. We argue that this process exposes the dualistic attitudes of educators who have worked on the deprived social margins. On the one hand, feelings of compassion and empathy impelled many of them to activism, yet on the other, cultural and social differences often elicited paternalistic and orientalist sentiments, which obstructed their educational efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01