Immigrant communities, core group teachers, and their role in shaping the image of local education systems: two case studies from the northern periphery of Israel.
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| Title: | Immigrant communities, core group teachers, and their role in shaping the image of local education systems: two case studies from the northern periphery of Israel. |
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| Authors: | Goldstein, Amir1 amirgold@telhai.ac.il, Gueta Bukobza, Simcha2 |
| Source: | Paedagogica Historica. Apr2026, Vol. 62 Issue 2, p196-215. 20p. |
| Subject Terms: | *Education, *Teachers, Emigration & immigration, Religion |
| Geographic Terms: | Israel |
| Abstract: | This article unfolds a micro-historical analysis of the growth of educational systems in new migrant towns established in the Israeli periphery, in the mid-twentieth century. There are profound differences in the nature of the educational systems that took shape in Kiryat Shmona and Hazor HaGlilit – two nearby towns where most of their residents arrived in about the same period, mainly from Asian and African countries. These differences provide a foundation for exploring the relationship between immigration and education. While the article addresses the influence of social power dynamics between the political-educational establishment and the immigrant communities, it argues that the history of education cannot be solely understood through this "top-down" perspective. Instead, the immigrants themselves played a significant role in shaping their educational environments. The documentary material sheds light on the agency of the immigrants, their freedom to give their own interpretation of the events, their power to autonomously and rationally choose the educational framework that would suit their goals, their worldview and the needs of their children, and their vital contributions to shaping their communities' educational landscapes. Additionally, the article explores the interactions between the communities and core groups of teachers – new immigrants themselves – and the role of the latter, who rose within a few years to management and leadership positions, in giving voice and expression to the values and beliefs of the town residents. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This article unfolds a micro-historical analysis of the growth of educational systems in new migrant towns established in the Israeli periphery, in the mid-twentieth century. There are profound differences in the nature of the educational systems that took shape in Kiryat Shmona and Hazor HaGlilit – two nearby towns where most of their residents arrived in about the same period, mainly from Asian and African countries. These differences provide a foundation for exploring the relationship between immigration and education. While the article addresses the influence of social power dynamics between the political-educational establishment and the immigrant communities, it argues that the history of education cannot be solely understood through this "top-down" perspective. Instead, the immigrants themselves played a significant role in shaping their educational environments. The documentary material sheds light on the agency of the immigrants, their freedom to give their own interpretation of the events, their power to autonomously and rationally choose the educational framework that would suit their goals, their worldview and the needs of their children, and their vital contributions to shaping their communities' educational landscapes. Additionally, the article explores the interactions between the communities and core groups of teachers – new immigrants themselves – and the role of the latter, who rose within a few years to management and leadership positions, in giving voice and expression to the values and beliefs of the town residents. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00309230 |
| DOI: | 10.1080/00309230.2025.2506510 |
