Education In East Jerusalem

Education in East Jerusalem gives a voice to the residents of East Jerusalem, addressing educational issues and revealing implicit layers in Israeli policy and attitude affecting the education system. In this close examination of school life under occupation, the book presents criticism of the system from within, and calls for teachers to prioritize pupils’ needs. Uncovering a complex daily reality experienced in schools by principals, teachers and pupils, this book presents new findings, focusing on system-internal properties which manifest the macro effects inside the microsystem. The author draws on field studies and content analysis to show a need for educational action and suggest ample room for improvement. This study reveals that there is a significant relationship between the failures of the education system in East Jerusalem and the strategies implemented by the state, and outlines the responsibilities of the state. This book will be of great interest to academics, researchers, and postgraduate students in the fields of educational policy, sociology of education, and Middle East studies.

Information on the educational systems of Israel and the Occupied Territories (West Bank and the Gaza Strip) and guidelines on placing students from this region in U.S. high schools and colleges are presented. After describing the country and territories, attention is directed to preschool, primary, and intermediate education; secondary education; teacher training and the education profession; nursing and other health professions; overseas student programs in Israel; technological education; higher education; and the United Nations Relief and Works Agency for Palestine Refugees in the Near East. Profiles of technical and higher education institutions in Israel and the Occupied Territories cover degrees/diplomas, admission requirements, college programs, and school characteristics. General information on Israeli higher education includes: college organization and administration, the grading and credit systems, examinations, and degree programs. Guidelines for admissions officers focus on the admissibility and appropriate level of placement of students from Israel and the territories in U.S. schools. A glossary and list of postsecondary technological/vocational schools are appended. (SW)

The political conflict over the city of Jerusalem has resulted in the breach of Palestinian Jerusalemites’ civil, political and social rights. While Israel claims sovereignty over East Jerusalem, it neglects to provide adequate services to the Palestinian residents of the city. The Israeli Jerusalem Municipality provides insufficient and highly politicised educational services to the Palestinians residents of the city, at the same time discriminating against the other Palestinian systems that provide educational services. Political Conflict and Exclusion in Jerusalem offers a detailed description of the structure of the education sector in East Jerusalem with its four main providers; the Palestinian Authority through Awqaf schools, the Israeli Authority through municipal schools, the United Nations Relief and Works Agency and private schools. Its study reveals that there is no single body that oversees the provision of educational services in the city to ensure that the services provided are sufficient and of quality. Employing a qualitative research strategy with semi-structured interviews and focus groups in Palestinian and Israeli schools, this book offers a comprehensive and revealing comparison of the educational services provided to both their students. It explores how Palestinian and Israeli students routinely receive vastly different learning opportunities, in terms of school funding, qualified staff, school facilities and school programmes, which as a result disempowers Palestinians and ensures an Israeli Jewish hegemony over the city. One of the few academic books on a highly pertinent topic, this book will be of interest to students and scholars of Middle East Studies, and a key resource for those studying the social impacts of the Israeli-Palestinian conflict.

This vivid behind-the-scenes account of Israeli rule in Jerusalem details for the first time the Jewish state's attempt to lay claim to all of Jerusalem, even when that meant implementing harsh policies toward the city's Arab population. The authors, Jerusalemites from the spheres of politics, journalism, and the military, have themselves been players in the drama that has unfolded in east Jerusalem in recent years and appears now to be at a climax. They have also had access to a wide range of official documents that reveal the making and implementation of Israeli policy toward Jerusalem. Their book discloses the details of Israel's discriminatory policies toward Jerusalem Arabs and shows how Israeli leaders mishandled everything from security and housing to schools and sanitation services, to the detriment of not only the Palestinian residents but also Israel's own agenda. Separate and Unequal is a history of lost opportunities to unite the peoples of Jerusalem. A central focus of the book is Teddy Kollek, the city's outspoken mayor for nearly three decades, whose failures have gone largely unreported until now. But Kollek is only one character in a cast that includes prime ministers, generals, terrorists, European and American leaders, Arab shopkeepers, Israeli policemen, and Palestinian schoolchildren. The story the authors tell is as dramatic and poignant as the mosaic of religious and ethnic groups that call Jerusalem home. And coming at a time of renewed crisis, it offers a startling perspective on past mistakes that can point the way toward more equitable treatment of all Jerusalemites.

Nearly one in four of Israel's 1.6 million schoolchildren are educated in a public school system wholly separate from the majority. These children are Palestinian Arab citizens of Israel. A world apart in quality from the public schools serving Israel's majority Jewish population, schools for Palestinian Arab children offer fewer facilities and educational opportunities than are offered other Israel children.

The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can ca

Education systems and textbooks in selected countries of the Middle East are increasingly the subject of debate. This volume presents and analyzes the major trends as well as the scope and the limits of education reform initiatives undertaken in recent years. In curricula and teaching materials, representations of the "Self" and the "Other" offer insights into the contemporary dynamics of identity politics. By building on a network of scholars working in various countries in the Middle East itself, this book aims to contribute to the evolution of a field of comparative education studies in this region.