Disciples of Christ and Cosmopolitanism in a City of Conflict: Minority Subjectivities in a Faith-Based School in Jaffa, Israel

Autor/in	Levenson, Lance
Titel	Disciples of Christ and Cosmopolitanism in a City of Conflict: Minority Subjectivities in a Faith-Based School in Jaffa, Israel
Quelle	In: Intercultural Education, 33 (2022) 4, S.406-419 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levenson, Lance)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2022.2090686
Schlagwörter	Churches; Religious Schools; Colonialism; International Schools; Arabs; Christianity; Global Approach; Ethnography; Case Studies; School Segregation; Minority Group Students; Jews; Religious Education; Cultural Pluralism; Institutional Characteristics; Equal Education; Employment Opportunities; Social Capital; Cultural Capital; Self Concept; Ethnic Groups; Cultural Maintenance; Cultural Awareness; Foreign Countries; Conflict; Intergroup Relations; Israel; Palestine + Suchen Sie Ihr Suchwort? Church; Kirche; Kolonialismus; International school; Internationale Schule; Arab; Araber; Christentum; Globales Denken; Ethnografie; Case study; Fallstudie; Case Study; Jew; Jude; Jüdin; Juden; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Kulturpluralismus; Berufschance; Beschäftigungschance; Sozialkapital; Selbstkonzept; Ethnie; Cultural identity; Kulturelle Identität; Ausland; Konflikt; Intergruppenbeziehungen; Palästina
Abstract	Located in Israel's contested city of Jaffa, The Church of Scotland's Tabeetha School is a faith-based, colonial-international school featuring an unlikely combination of Arab-Palestinian pupils, Christian ethos, Scottish spirit, and globally oriented curriculum. Drawing on an ethnographic case study of the Scottish School, this article unpacks the value of a Christian and international education as an alternative to the segregated Israeli public education system, which has institutionalised discriminatory practices against the Arab-Palestinian minority. Considering the hostile sociopolitical context, findings reveal how complex intersections of religious tradition, colonial legacy, local ethnonational agendas, and multicultural discourses shape student subjectivities rooted in transnational, cosmopolitan, and advocacy global citizenship models. For Jaffa's Arab-Palestinians, international education within a Christian school offers alternative avenues to attain educational equity, employment opportunities, and belonging by accumulating international capital and developing pragmatic global citizenships. Despite the exclusion of Arab-Palestinian identities within the bounds of the Jewish state, Tabeetha School creates space enabling their preservation while encouraging students to forge new transnational attachments and allegiances, which provide advantage in our increasingly globalised world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01