When Is an Academic Degree the Best Vocational Education? Bedouin Professionals Reflect on Their Life Choices

Autor/inn/en	Gottlieb, Esther E.; Ben-Asher, Smadar; Alsraiha, Kassim
Titel	When Is an Academic Degree the Best Vocational Education? Bedouin Professionals Reflect on Their Life Choices
Quelle	In: Diaspora, Indigenous, and Minority Education, 17 (2023) 3, S.168-181 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gottlieb, Esther E.) ORCID (Ben-Asher, Smadar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2022.2149486
Schlagwörter	Academic Degrees; Vocational Education; Foreign Countries; Minority Groups; Young Adults; Educational Experience; Self Concept; Religious Schools; Judaism; Hebrew; Language of Instruction; National Curriculum; Cultural Differences; School Choice; Attitudes; Israel + Suchen Sie Ihr Suchwort? Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Ausbildung; Berufsbildung; Ausland; Ethnische Minderheit; Young adult; Junger Erwachsener; Bildungserfahrung; Selbstkonzept; Judaismus; Teaching language; Unterrichtssprache; Kultureller Unterschied; Choice of school; Schulwahl; Attitude; Einstellung; Verhalten
Abstract	We test Foster's enduring assertion that "the best vocational education is an academic degree" by examining a case study of Israeli Bedouin women and men, young professionals who shared with us their personal stories of their parents taking them out of their local separate but equal schools and moving them to the majority schooling system. The narratives we collected enabled us to follow the education journey of Bedouin children whose achievements are attributable not to institutional initiatives but to grassroot alternatives where parents and their children secured their own vocational future. We outline the professional journey of 16 men and women who moved to a Kibbutz school, mastered the majority language, matriculated, and confidently acquired academic degrees. Their narratives attest to professionalization and self-fulfillment but also awareness of the context of their upbringing and the daily pressures to sustain their social equilibrium. These young professionals fashioned themselves in the interstices between identities, developing both a hunger to participate in the global marketplace and loyalty to the local. Ending up holding jobs that contributed to their own society, and refusing to perform stereotypically minoritized vocational identities, they achieved the kinds of lives they have reason to value. Compelled to honor their journeys, we conclude that our case study corroborates Foster's finding that the best vocational education is an academic degree, as reflected in professional achievement and enhanced opportunities for social mobility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01