Radical Conservatism and Circumstantial Multiculturalism: Jews, Christians and Muslims in a French Catholic School in Israel

Autor/inn/en	Levy, Natalie; Monterescu, Daniel
Titel	Radical Conservatism and Circumstantial Multiculturalism: Jews, Christians and Muslims in a French Catholic School in Israel
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 9, S.3303-3319 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levy, Natalie) ORCID (Monterescu, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2022.2049690
Schlagwörter	Catholic Schools; Jews; Foreign Countries; Political Attitudes; Institutional Autonomy; French; Advantaged; Educational Policy; Cultural Education; Religious Education; Teaching Methods; Educational Philosophy; Multicultural Education; Bilingual Education; Institutional Mission; Arabs; Educational History; Private Schools; International Schools; Muslims; Kindergarten; Elementary Secondary Education; Israel + Suchen Sie Ihr Suchwort? Katholische Schule; Jew; Jude; Jüdin; Juden; Ausland; Political attitude; Politische Einstellung; Institutionelle Autonomie; Französisch; Politics of education; Bildungspolitik; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Multikulturelle Erziehung; Bilingual teaching; Bilingualer Unterricht; Arab; Araber; History of education; Bildungsgeschichte; Private school; Privatschule; International school; Internationale Schule; Muslim; Muslimin
Abstract	The French Saint-Joseph school in Jaffa is one of the few educational institutions in Israel that have survived, since 1882, three political regimes without relinquishing pedagogical or managerial autonomy. This article examines the emergence of "circumstantial multiculturalism" in the midst of radical political changes in a colonial-international school. Since 1948, the school has been founded on three constitutive contradictions: a Catholic school with a majority of Muslim and Jewish students; a French school whose vast majority of pupils are not native French speakers; and a colonial school designed to serve the French metropole and the interests of the Catholic Church, but which has been catering for the changing local elites. We show how the school produces a conservative pedagogical space that preserves religious and cultural recognition through a policy of de-politicization. The combination of pedagogical conservatism and pragmatic institutional pluralism posits a radical educational alternative to Israel's public-school system and a political alternative to multicultural policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01