This paper presents an historical perspective on teacher education policy and practice in the indigenous Palestinian and selter Zionist communities prior to the establishment of Israel, and their subsequent development under the Israeli state. It includes an indepth analysis of the implications of the teacher education policy and practice for the constrution of the selective "common good" in Israeli society, with special emphasis on the community most explicity excluded from this construction, the Palestinian Arab minority. In many societies the 'common good' is defined in terms of its dominant grpuo and is used to protect and expand its dominance. This is the case in Israel, which is officially defined as 'the State of the Jewish people,' despite the presence of an indigenous Palestinian Arab minority that comprises 20 per cent of the total population. Ideally, the educational system should reflect the society's heterogeneous demographics through multi-cultural aims and goals, and cultur-specific curricula. Yet an examination of Israel's public education system revels a definite bias tward Western, Eropean (Ashkenazi) culture to the disadvantage and marginalization of Jewa from non-Western cultures, and the Palestinian Arab minority. I argue that under the hegemonic, monocultural discourse that has determined education policy in Israel for the past 68 years, teacher education and practice have served the state's mechanisms for controlling subordinate groups, rather than providing teachers with adequate and appropriate tools for addressing the complex cultural and political reality, and questions of national identity, society justice, inclusion/exclusion, and equity.
|Translated title of the contribution
|Teacher education policy and practice in Israel from the perspective of those outside the 'common good'
|Number of pages
|المجلة -al-Majalla: Journal of the Arabic Language Academy
|Published - Aug 2017