Parents' Involvement in Curricular Decisions--The Case of the "Supplementary Programmes" in Israel.

Autor/in	Iram, Yaacov
Titel	Parents' Involvement in Curricular Decisions--The Case of the "Supplementary Programmes" in Israel.
Quelle	(1987), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cultural Differences; Curriculum Development; Elementary Secondary Education; Foreign Countries; Jews; Parent Participation; School Desegregation; Israel + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Jew; Jude; Jüdin; Juden; Elternmitwirkung; Integrative Schule
Abstract	Parents' involvement in their children's schooling can be justified on various ideological, psychological, philosophical, and educational grounds. Two dominant attitudes prevail toward parent participation: (1) the authoritarian-paternalistic view featuring a one-way teacher-parent relationship; and (2) the parents-as-equal-partners view. The first approach predominates when parents are immigrants. Although parents often become actively involved with controversial social and political issues, their participation is usually limited to extracurricular activities, PTA, and social entertainment programs. Curricular matters are left to teachers and administrators. This paper aims to analyze and interpret Israeli parents' involvement in curricular decisions in two cases: (1)"Supplementary Programmes," a provision of the State Education Law of 1953 granting parents the right to determine 25 percent of their children's school curriculum; and (2) school desegregation, a 1968 policy designed to promote integration of school children of diverse ethnic origins. While parents have been actively involved in school integration, they have generally not chosen to influence curriculum content, aims, methods, or teaching staff and administrators. A few notable exceptions are listed, including the founding of traditional nonorthodox schools, reinforcement of Judaic studies in certain religious state schools, and the founding of a school geared to labor movement values. Clearly, the pattern of parental school involvement in Israel needs to be radically transformed from paternalism to a more mutually interactive approach. A new Ministry of Education and Culture committee has recommended four strategies for change. Included are 25 references. (MLH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC