Education and Ethnicity: Personal-Professional Identity of Mizrahi Teachers

Autor/in	Avissar, Nissim
Titel	Education and Ethnicity: Personal-Professional Identity of Mizrahi Teachers
Quelle	In: Intercultural Education, 34 (2023) 3, S.220-234 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Avissar, Nissim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2023.2180489
Schlagwörter	Self Concept; Professional Identity; Self Esteem; Interpersonal Relationship; Social Mobility; Teacher Attitudes; Cultural Awareness; Culturally Relevant Education; Foreign Countries; Social Change; Disproportionate Representation; Higher Education; Ethnic Groups; Jews; Cultural Background; Correlation; Conflict; Israel + Suchen Sie Ihr Suchwort? Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziale Mobilität; Lehrerverhalten; Cultural identity; Kulturelle Identität; Ausland; Sozialer Wandel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnie; Jew; Jude; Jüdin; Juden; Korrelation; Konflikt
Abstract	Israel is an ethnically diverse country. This diversity is expressed among teachers and students and impacts learning, socialization, and education processes. Ethnic diversity frequently translates into a hierarchy in whose framework a certain cultural background is preferred over another. Those at the bottom of the ranking may experience silencing and erasure of parts of their identity. This situation has negative implications for self-esteem, the quality of social relations, and for social mobility. Despite there being relatively extensive writing about ethnicity and Mizrahi identity, educational research on these topics is meager. Moreover, most of the relevant literature addresses the experience of students whereas the experience of teachers is barely examined. This article focuses on the ethnic identity of teachers and examines it from psychological and educational perspectives. It is based on a qualitative study in which 23 in-depth, semi-structured interviews were conducted. Through analysis of the responses we will seek to become more closely acquainted with the experiences of teachers with respect to the ethnic facet of their identity and to delve deeper into subjective perceptions related to ethnic identity, including their implicit and intimate aspects. Three main insights emerge which can promote sensitively cultural and socially responsible educational practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01