Suchergebnisse

Arabic instruction in Israel's Jewish sector fails to meet the desires and expectations of educators and other stakeholders. Too few study Arabic, and their subsequent command of the language is poor. This is notwithstanding the high national priority that is accorded to Arabic instruction. The article reviews the educational policies and practices that produce this result and the dynamics that make them intractable. Arabic instruction is approached as a social field of practice. The sectarian nature of Zionism—especially the de-Arabization of Jews and the pervasive segregation between Jews and Arabs—proves decisive, although contradictory and unpredictable, in shaping the field. This influence is mediated through the practice of such stakeholders as Military Intelligence, universities, teachers, parents, pupils, and principals. Also crucial are the different economic and cultural valuations of languages, the bureaucratic/institutional structure of the field, and the effects of the very structure of the Arabic language.

Based on fieldwork among urban working‐class Australians, I divide the dominated class into two fractions, dominated and dominant, and use this as a basis for analysis of the multiple gender styles which have been observed in working‐class Australia. I argue that masculine style and class‐fraction location are mutually constitutive. I also explain why feminine style is not as diverse as masculine style, nor is the location of women within working‐class fractions as definite as that of men. Finally, I suggest that not only within the working class, but also between classes, gender style and class location are mutually constitutive.