Towards A Palestinian Education For Liberation Gender Issues In The Development Of Palestinian Education

Deals with effect of the repression and dispersion of the Palestinians on their access to education, the quality of the education they receive, and their response to it, focusing on Israel (within its 1948 borders and the occupied territories of the West Bank and Gaza Strip), and Lebanon. Also briefly examines the way in which other Palestinian communities in the Arab world have evolved and how they have been affected by national educational policies in the host countries and the role of the UN Relief and Works Agency for Palestinian Refugees in providing education to the Palestinians.

Seminar paper from the year 2019 in the subject Ethnology / Cultural Anthropology, grade: 2, University of Vienna, language: English, abstract: The paper is about the discrimination of Palestinian Women. The position of Palestinian women is very sensitive because they are part of different marginalized groups and therefore face multiple layers of discrimination and exclusion. They are discriminated against as women in Israel, as Palestinians in Israel and as women in the Palestinian society. The two main reasons of the discrimination are the traditional patriarchal norms and values and the occupation with its consequences, which together configures a high gender inequality. This discrimination often results in gender-based violence as sexual violence, intimate partner violence and child marriage. Palestinian women are given the role of preserving and transmitting the culture as well as the burden of bearing more children to ensure the continuation of the Palestinian people. The community’s ethnic identity was strengthened by defending their honor. In this way “family honor” serves to defend the restriction of women’s freedom and their inferiority. All women must follow certain rules of behavior and their success is determined by her ability to measure up to the social expectations transmitted to her through her family.The more stereotypical characteristics she internalizes, the more favorable she will be looked upon by her environment.

Includes statistical tables.

This timely volume critically assesses the state of education in Palestine, re-framing the discourse on Israel-Palestine through the lens of education and arguing for a paradigm shift in the way education in the region is studied, managed and experienced. Foregrounding the voices, commentaries and reflections of Palestinians as well as touching on differing elements of educational experience that define Palestinian identities, the book highlights that educational change in Palestine is inseparable from the need to change the politics and understanding of education in western societies. Chapters introduce the holistic concept of the lifeworld curriculum which proposes the idea that education cannot be conceived solely in relation to physical, educational spaces but in addition should acknowledge the conceptual spaces of civil society, communities and the world of work (the basic structures of Palestinian lives) in order to reinforce the idea that circumstances teach. Ultimately challenging western educators to rethink their approaches to education and learning in order to build a stronger global platform for human rights, democratic engagement and justice, this book will be of value to scholars, researchers and postgraduate students in international and comparative education, multicultural education and educational change and reform more broadly.

This work provides a case study of the deleterious effects of patriarchy among Palestinians living in rural villages and refugee camps of the West Bank: its negative consequences for men as well as women, for democratization and for progress toward the creation of a more just society.

Teenage reporters investigate the Palestinian uprising in the West Bank and Gaza Strip. They look at the history and talk to people on both sides. Designed for secondary school classes.

There are 1.3 million Palestinian Arab citizens of Israel, who encompass 19.4% of the country's total population. There are another 3, 762, 005 Palestinians in the West Bank and Gaza Strip whose educational experiences and opportunities continue to be affected by Israeli occupation. Researchers have documented institutionalized political, economic, and social discrimination, as well as the Palestinian minority's lower levels of income, educational opportunity, employment, property ownership, and community infrastructure and development. The state-run educational system, which is subdivided into Jewish and Arab systems, has been essential in creating and maintaining these gaps. The April 2006 issue of American Behavioral Scientist explores the role of Palestinian Arab education as a public policy tool and reviews key issues regarding how education shapes culture, individual and communal development, social stratification, economics, and politics in Israel and the occupied Palestinian Territories. The challenging articles in this provocative issue examine a far-reaching array of contentious topics, including: The historical context of Palestinian Arab education (Abu-Saad and Champagne) Inequalities in public funding, budget allocation, curriculum, and lack of meaningful Palestinian involvement in the decision making processes that have led to considerable gaps between the qualitative level of Palestinian and Jewish education, and how the Israeli Supreme Court is upholding this "unequal" educational opportunities standard. (Jabareen) Despite Arab communities having a generally lower socio-economic status than their counterparts, there are significantly fewer of the unique special support programs designed for "disadvantaged" students. The various nuances, implications, and questions used to explore the sources of inequality and how to effect social change are analyzed using three generations of critical feminist thought. (Golan-Agnan) The challenges of maintaining identity and culture within a mainstream school system that emphasizes values and education of the national community to the exclusion of other perspectives (Abu-Saad) The effect of the political legacy of oppression, occupation, and de-humanization on Palestinian youth living under Israeli occupation (Shalhoub-Kevorkian) The role of Palestinian universities as a place where Palestinians can articulate their national identity, engage in resistance to Israeli occupation, and build the nation of Palestine. (Bruhn) Whether one agrees or not with the controversial views expressed in this exceptional issue, these six articles highlight key educational issues that must be faced, debated, and grappled with in order to build the foundations of a lasting peace between Palestinians and Israelis This issue should be in the library of everyone interested in Middle East Studies, International Studies, International Politics, International Law, Human Rights, Educational Policy, Sociology of Education, and Social Change.

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.