Literaturnachweis - Detailanzeige
| Autor/inn/en | Ayalon, Hanna; Yogev, Abraham |
|---|---|
| Titel | The alternative worldview of state religious high schools in Israel. |
| Quelle | In: Comparative education review, 40 (1996) 1, S. 7-27Infoseite zur Zeitschrift |
| Beigaben | Tabellen 2 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0010-4086 |
| Schlagwörter | Bildung; Erziehung; Chancengleichheit; Sekundarschule; Curriculum; Fächerwahl; Weltanschauung; Religion; Israel |
| Abstract | In Israel there are two state-school types: the state "public" school and the state religious school. "We intend to show that the state religious high schools in Israel have developed a worldview alternative to the secular view of the state public schools, and that the curricular aspects of this worldview produce different patterns of gender and ethnic inequality in the two high school sectors. Our discussion relates to one of the most significant manifestations of curriculum inequality in Israeli secondary education: choosing the sciences over the humanities. The Israeli high school curriculum, which enables students to specialize in particular subjects, creates a distinction between students who specialize in mathematics and the sciences and students who specialize in the humanities and the social sciences. The sciences are highly prestigious, and the higher-level courses, which are demanded by many students, are very selective. Students who are allowed to mjoin the higher-level courses in mathematics and the sciences are the school elite. The humanities and social sciences, on the other hand, are less prestigious and are considered less demanding. The religious and secular sectors differ considerably regarding these two areas of study. The state religious schools are less selective in assigning students to the higher-level courses in the sciences. ... Israeli research on curricular tracking shows that the process of tracking in the religious sector is more selective, less egalitarian, and bears elements of sponsored mobility. In this article we examine whether this seemingly egalitarian nature of the state religious high schools may be the product of an erroneous assumption that the two school sectors share the same curriculum worldview". (DIPF/Text übernommen) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 1997_(CD) |
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