Suchergebnisse

The education system in Israel is a centralized system including both Jews and Arabs. Therefore, these schools are controlled both administratively (including funding) and curricular by the government. From the data obtained in the field, there is an unbalanced comparison between Jewish and non-Jewish educational systems (including Arabic) in Israel. This shows the lack of resource justice, budgetary discrimination, and less developed learning and development programs, especially seen in the Arabic education system. The main purpose of education in Israel is to help the Jewish majority group and intend to maintain Jewish domination. Arabic education applied in Israel has been the subject of Muslim and Arab intellectual criticism. Their rejection is mainly related to the inequality, discrimination and marginalization facing Arab education. With this perspective, the Islamic movement has spurred Islamic educational institutions to uphold and maintain the religious identity and national identity of Muslim minority members in Israel. The article describes the education system in Israel including the religious education system as well as the education system for minorities in Israel.

This paper argues that, although the shared and universal ideology of the Islamic revival movements was adopted by the Islamic movement in Israel, the movement has been trying to embody it in diverse and distinctive ways. In principle there is a conflict between commitment to the principle of Islamic revivalism on the one hand, and being so committed in the specific context of the ethnic Jewish state, on the other. The Jewish context of the State of Israel continues to bedevil the development of the Islamic movement in Israel. Since the 1930s, Islamic revivalism in Palestine has undergone five phases of development: the Egyptian, Israeli, Palestinian, and the two phases of 'adaptation' and 'post-adaptation'. These phases reflect ideological developments, rather than simply a historical evolution. They are also the outcome of three sets of constraints: structural, ideological and domestic.

The notion of having an Arab university in the State of Israel
is exceedingly controversial, but also of great value and political and cultural
significance. Can such a dream become a reality in a state that defines
itself as Jewish, as well as democratic? This article discusses the vision of
establishing an Arab university, including the previous attempts to establish
one, the barriers and obstacles encountered, the reality of inequality
of academic rights, and how this dream might actually be brought to fruition.
The creation of an Arab university could represent an important step
in serving the needs of Israel's Arab citizens, promoting their status in the
state, and protecting their identity, culture, and even existence.

Michael Karayanni, A Multicultural Entrapment: Religion and State among the Palestinian-Arabs in Israel (Cambridge: Cambridge University Press, 2020), 200 pp. $110.00 (hardcover).
Daniel Bar-Tal and Amiram Raviv, Comfort Zone of a Society in Conflict [In Hebrew.] (Tel Aviv: Steimatzky, 2021), 424 pp. NIS 98 (paperback).
Sivan Hirsch-Hoefler and Cas Mudde, The Israeli Settler Movement: Assessing and Explaining Social Movement Success (Cambridge: Cambridge University press, 2021), 280 pp. $99.99 (hardcover).
Rebecca L. Stein, Screen Shots: State Violence on Camera in Israel and Palestine (Stanford, CA: Stanford University Press, 2021), 248 pp. $26.00 (paperback).