Students Shaping Internationalization in a Conflict-Ridden Society: Experiences of Israeli Teacher Education Colleges

Autor/inn/en	Goldstein, Olzan; Natur, Nazeh; Trahar, Sheila; Yemini, Miri
Titel	Students Shaping Internationalization in a Conflict-Ridden Society: Experiences of Israeli Teacher Education Colleges
Quelle	In: Journal of Studies in International Education, 23 (2019) 1, S.66-83 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yemini, Miri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315318803711
Schlagwörter	International Education; Teacher Education Programs; Foreign Countries; Disadvantaged; Personal Autonomy; Conflict; Student Attitudes; Student Role; Transformative Learning; Jews; Arabs; Minority Groups; Religious Factors; Political Influences; Gender Differences; Role of Religion; Islam; Judaism; Social Influences; Intergroup Relations; Israel; Palestine + Suchen Sie Ihr Suchwort? Internationale Erziehung; Ausland; Individuelle Autonomie; Konflikt; Schülerverhalten; Pädagogische Transformation; Jew; Jude; Jüdin; Juden; Arab; Araber; Ethnische Minderheit; Political influence; Politischer Einfluss; Geschlechterkonflikt; Judaismus; Sozialer Einfluss; Intergruppenbeziehungen; Palästina
Abstract	This article focuses on students from two Israeli teacher education colleges serving marginalized communities, both of which participated in a European Union (EU) project aimed at fostering internationalization in higher education institutions in Israel. The study reported focuses on students' agency in shaping institutional internationalization processes, in particular during their studies but also, as it became apparent, later in their teaching careers following graduation. Moreover, we explore how students' agency in internationalization is shaped by the conflict and its consequences. Employing a qualitative methodology, we followed six students' personal and professional trajectories, revealing the nature and scope of their activities and perceptions in light of their proactive role in internationalization in their institutions. We show how life in a conflict-ridden society may prompt proactivity and agency among marginalized students, revealing and discussing the potential transformative nature of students' agency in internationalization processes. Our findings indicate that institutions can strive to facilitate student agency and utilize it to further develop internationalization within their institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01