Gotowe bibliografie tematyczne / Social integration – israel

Gotowa bibliografia na temat „Social integration – israel”

Autor: Grafiati
Data publikacji: 26 lipca 2024

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Artykuły w czasopismach na temat "Social integration – israel"

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Ringel, Shoshana, Natti Ronell i Shimcha Getahune. "Factors in the integration process of adolescent immigrants". International Social Work 48, nr 1 (styczeń 2005): 63–76. http://dx.doi.org/10.1177/0020872805048709.

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English This is an exploratory study that examines factors in the process of adjustment and integration between Ethiopian immigrants and non-Ethiopian adolescents in Israel. The findings are that racism and discrimination, intergenerational conflicts and differences in communication systems pose significant difficulties for the integration of Ethiopian adolescents into Israeli society. French Cette étude exploratoire examine les facteurs dans le processus d'ajustement et d'intégration entre les adolescents immigrants éthiopiens et non-éthiopiens en Israël. Les résultats de l'étude revèlent que le racisme et la discrimination, les conflits intergénérationnels et les différences entre les systèmes de communication posent des difficultés significatives à l'intégration des adolescents juifs éthiopiens dans la société israëlienne. Spanish Este es un estudio exploratorio que examina los factores del proceso de ajuste e integración entre los inmigrantes Etiopíes y los adolescentes no-Etiopíes en Israel. Los hallazgos del estudio son que el racismo y la discriminación, los conflictos inter-generacionales y las diferencias en los sistemas de comunicación, suponen dificultades significativas para la integración de los adolescentes Etiopíes en la sociedad Israelí.
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Pogrebna, Alisa. "The Politics of Jewish Exclusion in Israel – the Case of Ethiopian Jews". African Journal of Economics, Politics and Social Studies 2, nr 1 (2023): 59–67. http://dx.doi.org/10.15804/ajepss.2023.1.04.

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This paper explores the phenomenon of marginal identities in Israel, focusing on the Ethiopian Jewish community as a representative case study. As a multicultural nation, Israel grapples with the intricacies of integrating diverse ethnic and religious groups into its social fabric. Ethiopian Jews, a small and unique group in the Israeli social landscape, face multifaceted challenges in their quest for acceptance. The research delves into the complexities of identity formation within the Ethiopian Jewish community, considering the interplay of their history of immigration to Israel, unique religious practices, and the process of integration into Israeli society. It is accompanied by comparisons to other aliyot, in particular Mizrahi Jews and post-Soviet Jews. By analyzing the power dynamics that define Ethiopian Israelis’ status within Israel’s imagined community, this paper seeks to unveil the reasons behind their marginalization in the country, in particular focusing on the construction of Israeli national discourse. Ultimately, this paper aims to deepen the understanding of marginal identities in Israel, using the example of Ethiopian Jews to shed light on the broader challenges faced by marginalized communities in diverse societies. The paper offers valuable insights for policymakers, social advocates, and scholars striving to promote inclusivity and social cohesion within multicultural nations.
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KHEIMETS, NINA G., i ALEK D. EPSTEIN. "English as a central component of success in the professional and social integration of scientists from the former Soviet Union in Israel". Language in Society 30, nr 2 (kwiecień 2001): 187–215. http://dx.doi.org/10.1017/s0047404501002020.

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More than 13,000 scientists from the former Soviet Union have arrived in Israel since 1988. The purpose of this study is to analyze certain factors that influence immigrant scientists' integration into the society and academic community of Israel, with special attention to multilingual identity. Previous studies in this field emphasize the significance of Hebrew and juxtaposed Russian with Hebrew; however, in Israel, especially in the educated classes, English is an important status symbol and boundary marker. The data demonstrate that English is crucial in shaping the patterns of immigrants\' social integration. Results of statistical tests demonstrate significant differences between those who studied English and those who studied either German or French regarding feelings of personal self-actualization and job satisfaction. Moreover, command of English proved to be the determining factor for risk of losing a job. The implication is that Israeli language policy, which has traditionally taken the acquisition of Hebrew by immigrants as its major goal, should be reformulated to include access to English instruction, since without it they are unlikely to become equal members of the Israeli middle class.
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Zeedan, Rami. "The Role of Military Service in the Integration/Segregation of Muslims, Christians and Druze within Israel". Societies 9, nr 1 (8.01.2019): 1. http://dx.doi.org/10.3390/soc9010001.

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This study applies the negative peace/positive peace approach to internal nation-state relations between the majority and ethnic minority. This approach focuses on the policies implemented by the state. In order to understand the social system from its formation, an important focus should be given to the period of establishment of a new state, whereas physical borders are defined along with the borders of society, which determines who is included in the new nation and who is excluded. The conclusions are based on the case of the Israeli Druze, an ethnic minority with whom the state of Israel and its Jewish majority have achieved positive peace. This study suggests that the positive peace with the Druze was achieved following their integration in the army—as a decision of the state of Israel—that lead to their integration in the Israeli society. Conversely to the Israeli Muslims, where a negative peace is maintained, following the early year’s state policy to exclude them.
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Katz, Yaacov J., Mirjam Schmida i Zecharia Dor‐Shav. "Two different education structures in Israel and social integration". Educational Research 28, nr 2 (czerwiec 1986): 141–46. http://dx.doi.org/10.1080/0013188860280210.

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Gindi, Shahar, i Rakefet Erlich Ron. "Acculturation and integration over time: Russian-speaking teachers 30 years after the great immigration to Israel". Citizenship Teaching & Learning 18, nr 3 (1.09.2023): 369–85. http://dx.doi.org/10.1386/ctl_00131_1.

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This mixed-methods study examined the sense of belonging of Russian-speaking immigrant teachers, who immigrated to Israel in the 1990s from the Former Soviet Union (FSU). The study has two methodological parts. In the first part, 57 Russian-speaking teachers were compared to a national sample of Hebrew-speaking teachers on demographics and self-efficacy. In the second part, 34 of the 57 Russian-speaking teachers answered an acculturation questionnaire and two open-ended questions. The findings, both quantitative and qualitative, indicate positive integration of FSU immigrant teachers in Israel. Their feelings towards the school team and management were no different than those of other teachers. The teachers described a sense of belonging through shared care for students, shared content-related teamwork, friendships and school events. Differences were found in favour of veteran Israeli teachers in the percentage of homeroom teachers and managerial positions. Conclusions about migration and accommodation within the education system are discussed.
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Lewin-Epstein, Noah, Moshe Semyonov, Irena Kogan i Richard A. Wanner. "Institutional Structure and Immigrant Integration: A Comparative Study of Immigrants’ Labor Market Attainment in Canada and Israel". International Migration Review 37, nr 2 (czerwiec 2003): 389–420. http://dx.doi.org/10.1111/j.1747-7379.2003.tb00142.x.

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The present study focuses on the incorporation of immigrants from the former Soviet Union in two receiving societies, Israel and Canada, during the first half of the 1990s. Both countries conducted national censuses in 1995 (Israel) and 1996 (Canada), making it possible to identify a large enough sample of immigrants and provide information on their demographic characteristics and their labor market activity. While both Canada and Israel are immigrant societies, their institutional contexts of immigrant reception differ considerably. Israel maintains no economic selection of the Jewish immigrants and provides substantial support for newcomers, who are viewed as a returning Diaspora. Canada employs multiple criteria for selecting immigrants, and the immigrants’ social and economic incorporation is patterned primarily by market forces. The analysis first examines the characteristics of immigrants who arrived in the two countries and evaluates the extent of selectivity. Consistent with our hypotheses, Russian immigrants to Canada were more immediately suitable for the labor market, but experienced greater difficulty finding and maintaining employment. Nevertheless, immigrants to Canada attained higher-status occupations and higher earnings than their compatriots in Israel did, although the Israeli labor market was more likely to reward their investments in education.
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Tal, Nimrod. "Let My People In: Jewish Ethiopian Histories and the Israeli Zionist Canon, 1984–2004". Sociology Lens 36, nr 4 (grudzień 2023): 398–413. http://dx.doi.org/10.1111/johs.12440.

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AbstractThis article explores the significance of Jewish‐Ethiopian historical narratives for the understanding of Ethiopian Jews' social reality in Israel. It emphasizes how these narratives have been crucial for the ongoing integration efforts of the Jewish Ethiopian community, especially during a period of significant challenges to the established Zionist historical canon. By analysing extensive archival sources, the study uncovers the grassroots emergence of these narratives, shaped by debates surrounding the position of Ethiopian immigrants in Israeli society. It demonstrates that the inclusion of historical perspectives not only strengthened the canonical Zionist historical narrative but also enabled it to withstand unprecedented challenges. This challenges the notion that immigration and social diversification undermine dominant historical canons and national identities. The research underscores the relevance of these historical narratives in revealing the experiences and struggles of Ethiopian Jews and their unique place within Israel's social fabric.
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Плющ, Валентина. "Conceptualization of Adaptation Models of Contemporary Immigrants from Ukraine in Israel". Sociological Studios, nr 1(24) (26.06.2024): 70–80. http://dx.doi.org/10.29038/2306-3971-2024-01-34-34.

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The article is devoted to the conceptualization of the sociological construct of adaptation of migrants based on the theory of ethnic stratification and the concept of a two-level dimension of adaptation: the dimension of value orientations and social inclusion, within the framework of an empirical study on the adaptation strategies of modern migrants from Ukraine to Israel. Depending on the level of social inclusion and value orientations of migrants regarding the ethnic affiliation of migrants, which is characteristic of migrants from Ukraine in Israel, five possible adaptation models of migrants were identified: assimilation, value integration, inclusive integration, multiculturalism and segregation, each of which is inherent certain categories of migrants from Ukraine in Israel. The model of assimilation is widespread among religious Jewish migrants. Models of multiculturalism and value integration are widespread among secular Jewish migrants. Models of segregation and inclusive integration are inherent in the category of non-Jewish migrants.
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Lee Hee Hak. "David's Political and Religious Measures for Social Integration of Israel". Korean Journal of Old Testament Studies 23, nr 4 (grudzień 2017): 324–53. http://dx.doi.org/10.24333/jkots.2017.23.4.324.

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Rozprawy doktorskie na temat "Social integration – israel"

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Glöckner, Olaf. "Immigrated Russian Jewish elites in Israel and Germany after 1990 : their integration, self image and role in community building". Phd thesis, Universität Potsdam, 2010. http://opus.kobv.de/ubp/volltexte/2011/5036/.

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Russian Jews who left the Former Soviet Union (FSU) and its Successor States after 1989 are considered as one of the best qualified migrants group worldwide. In the preferred countries of destination (Israel, the United States and Germany) they are well-known for cultural self-assertion, strong social upward mobility and manifold forms of self organisation and empowerment. Using Suzanne Kellers sociological model of “Strategic Elites”, it easily becomes clear that a huge share of the Russian Jewish Immigrants in Germany and Israel are part of various elites due to their qualification and high positions in the FSU – first of all professional, cultural and intellectual elites (“Intelligentsija”). The study aimed to find out to what extent developments of cultural self-assertion, of local and transnational networking and of ethno-cultural empowerment are supported or even initiated by the immigrated (Russian Jewish) Elites. The empirical basis for this study have been 35 half-structured expert interviews with Russian Jews in both countries (Israel, Germany) – most of them scholars, artists, writers, journalists/publicists, teachers, engineers, social workers, students and politicians. The qualitative analysis of the interview material in Israel and Germany revealed that there are a lot of commonalities but also significant differences. It was obvious that almost all of the interview partners remained to be linked with Russian speaking networks and communities, irrespective of their success (or failure) in integration into the host societies. Many of them showed self-confidence with regard to the groups’ amazing professional resources (70% of the adults with academic degree), and the cultural, professional and political potential of the FSU immigrants was usually considered as equal to those of the host population(s). Thus, the immigrants’ interest in direct societal participation and social acceptance was accordingly high. Assimilation was no option. For the Russian Jewish “sense of community” in Israel and Germany, Russian Language, Arts and general Russian culture have remained of key importance. The Immigrants do not feel an insuperable contradiction when feeling “Russian” in cultural terms, “Jewish” in ethnical terms and “Israeli” / “German” in national terms – in that a typical case of additive identity shaping what is also significant for the Elites of these Immigrants. Tendencies of ethno-cultural self organisation – which do not necessarily hinder impressing individual careers in the new surroundings – are more noticeable in Israel. Thus, a part of the Russian Jewish Elites has responded to social exclusion, discrimination or blocking by local population (and by local elites) with intense efforts to build (Russian Jewish) Associations, Media, Educational Institutions and even Political Parties. All in all, the results of this study do very much contradict popular stereotypes of the Russian Jewish Immigrant as a pragmatic, passive “Homo Sovieticus”. Among the Interview Partners in this study, civil-societal commitment was not the exception but rather the rule. Traditional activities of the early, legendary Russian „Intelligentsija“ were marked by smooth transitions from arts, education and societal/political commitment. There seem to be certain continuities of this self-demand in some of the Russian Jewish groups in Israel. Though, nothing comparable could be drawn from the Interviews with the Immigrants in Germany. Thus, the myth and self-demand of Russian “Intelligentsija” is irrelevant for collective discourses among Russian Jews in Germany.
Russischsprachige Juden, die nach 1989 die Sowjetunion und ihre Nachfolgestaaten verlassen haben, zählen weltweit zu den bestqualifizierten Migranten. In ihren bevorzugten Zielländern (Israel, USA, Deutschland) zeichnen sie sich durch sichtbare Formen der kulturellen Selbstbehauptung, eine starke Aufstiegsmobilität und einen relativ hohen Grad der Selbstorganisation aus. Auf Grund des hohen Bildungsgrades und der dominierenden Berufsbilder konnte in Anlehnung an das Modell der „Strategic Elites“ von Suzanne Keller ein generell hoher Anteil an Eliten in der untersuchten Gruppe von Immigranten in Deutschland und Israel ausgemacht werden – v.a. professionelle, kulturelle und intellektuelle Eliten. Die Studie fragte danach, inwiefern Prozesse der kulturellen Selbstbehauptung, der lokalen und transnationalen Vernetzung und der ethno-kulturellen Selbstorganisation von den zugewanderten Eliten unterstützt oder sogar selbst befördert werden. Als empirische Grundlage dienten je 35 Experten-Interviews mit russisch-jüdischen Immigranten in beiden Ländern – dabei vorwiegend Wissenschaftler, Künstler, Schriftsteller, Publizisten/Journalisten, Lehrer, Ingenieure, Sozialarbeiter, Studenten und Politiker. Die qualitative Auswertung des Interviewmaterials in Deutschland und Israel ergab zahlreiche Gemeinsamkeiten, aber auch markante Unterschiede. Auffällig war, dass fast alle Interviewpartner mit russischsprachigen Netzwerken und Community-Strukturen gut verbunden blieben – unabhängig vom bisherigen Erfolg ihrer individuellen Integration. Fast durchweg waren sie sich ihrer überdurchschnittlichen beruflichen Kompetenzen (70% Akademiker) bewusst, die kulturellen, beruflichen und häufig auch politischen Ressourcen wurden mindestens als ebenbürtig zu jenen der Aufnahmegesellschaften betrachtet. Das Interesse an direkter gesellschaftlicher Partizipation und Akzeptanz war entsprechend hoch. Für das Zusammengehörigkeitsgefühl der Immigranten in Israel und Deutschland bilden russische Sprache, Kunst und (Alltags-) Kultur nach wie vor eine Schlüssel-Rolle. Dabei entsteht für die meisten Immigranten kein zwingender Widerspruch, sich "russisch" im kulturellen, "jüdisch" im ethnischen und "israelisch" / "deutsch" im nationalen Sinne zu fühlen - insofern ein klassischer Fall von additiver Identitätsbildung, der auch die zugewanderten Eliten charakterisiert. Assimilation in die Mehrheitsgesellschaft ist keine Option. Tendenzen ethno-kultureller Selbstorganisation, die erfolgreiche individuelle Integrationsverläufe im neuen Umfeld keineswegs ausschließen, zeigten sich am intensivsten in Israel. So reagiert ein Teil der russisch-jüdischen Eliten auf allgemeine Ausgrenzungserfahrungen und/oder Schließungsprozesse der lokalen Eliten bewusst mit der Bildung eigener Vereine, Medien, Bildungseinrichtungen und sogar politischer Parteien. Insgesamt widersprechen die Ergebnisse der Studie dem weitverbreiteten Stereotyp vom russisch-jüdischen Migranten als eines pragmatisch-passiven „Homo Sovieticus“. Zivilgesellschaftliches Engagement war bei den untersuchten Eliten eher der Regelfall. Zu den Traditionen der frühen, legendären russischen „Intelligentsija“ gehörten fließende Übergänge zwischen Kunst, Bildung und gesellschaftspolitischem Engagement. Dies setzt sich in Israel in einigen Gruppierungen der russisch-jüdischen Immigranten nahtlos fort. Dagegen machten die Experten-Interviews in Deutschland deutlich, dass ein vergleichbarer „Intelligentsija“-Effekt hier nicht zu erwarten ist - und daher für kollektive Orientierungsprozesse der russischen Juden irrelevant bleibt.
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Khwaiter, Jasmin. "Bilingual Peace Education in Israel: A case study on The School for Peace at Neve Shalom/ Wahat al-Salam : The path towards peaceful behaviours and social integration among Arabs and Jews". Thesis, Umeå universitet, Statsvetenskapliga institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-182030.

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This essay examined how bilingual peace education can promote peaceful behaviours and social integration among otherwise segregated Arab- Israelis and Jewish- Israelis. By using The School for Peace at Neve Shalom/ Wahat al-Salam as a case study, accompanied with Jürgen Habermas theory of communicative action and New institutionalism with a conflict critical approach, we observed the behavioural mechanisms of institutions and social interactions. The empiric data consisted of three interviews conducted by author Nava Sonnenschein from the book The Power of Dialogue between Israelis and Palestinians. The interviewed students from The School for Peace had experienced both conventional education and bilingual peace education in adulthood. We found that informal values and narratives in educational institution influence the behaviours of its students. We also found that interactions between Arab- Israelisand Jewish- Israelis in the context of bilingual peace education promoted recognition of commonalities. While conventional education generally formed hostile behaviours and segregating incitements, the bilingual peace education gave opportunities for interactions and acknowledgement of both ethnic groups; consequently, leading to self-reflection, mutual understanding, peaceful behaviours and social integration.
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Oberlander, Moshe Marla. "Peace building : the role of social work and law in the promotion of social capital and political integration". Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84686.

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The study suggests that two domestic conditions are critical to foster opportunities for sustainable peace between formerly conflicting societies. The conditions are defined as social capital and political integration. These are explored in the context of Israeli and Palestinian societies following the signing of the Oslo Peace Accords in 1993 and through 1999, just one year prior to the outbreak of the al-Aqsa Intifada.
Social capital refers to networks of association. Strong networks of relationship are important because they are positively associated with a community and/or society's ability to foster social cohesion, to problem-solve and cope with growing uncertainty such as that exemplifying the period of transition from conflict to peace.
Income inequality is inversely related to social capital. Communities and societies characterized by growing income inequality are typified by diminishing social capital, hence receding capacity to weather the impact of major societal change.
The term political integration refers to the relationship between a government and its citizens. In politically integrated societies citizens share a sense that government is concerned with their welfare and hence their loyalty is expressed through support of the government, its programs and policies. Growing political fragmentation, a lack of abidance, and the breakdown of relationships between civil society and government mark politically disintegrated societies. Political integration is particularly relevant in the aftermath of the signing of a peace agreement when domestic sectarian divides threaten to undermine the national entity that must maintain the delicate balance attained by formerly conflicting societies.
Social capital and political integration are the outcome of greater or lesser human rights: social and economic, civil and political. The persistence of inequality, social and economic, civil and political, wears down the relationships between members of a society and between citizens and their government.
Analysis of standard social and economic indicators in Palestinian and Israeli societies suggests that despite the promised peace dividend social and economic inequality persisted and in some instances worsened between 1993 and 1999. Analysis of civil and political conditions in both societies suggests that political disintegration as opposed to growing integration characterized the six-year period.
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Shlomi, Rivka. "Academic and social integration of immigrant students from the C.I.S into Israeli schools : literacy approaches to the absorption of immigrant students in their first year in Israeli elementary schools". Thesis, Anglia Ruskin University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369150.

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Książki na temat "Social integration – israel"

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W, Deutsch Akiva, Tulea Gitta i Universiṭat Bar-Ilan. Makhon ha-sotsyologi le-ḥeḳer ḳehilot., red. Social and cultural integration in Israel: Research reports and communications. Ramat Gan: Sociological Institute for Community Studies, Bar Ilan University, 1988.

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Ayalon, Hanna. Community in transition: Mobility, integration, and conflict. Westport, Conn: Greenwood Press, 1993.

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Uzi, Rebhun, i Waxman Chaim Isaac, red. Jews in Israel: Contemporary social and cultural patterns. Hanover: Brandeis University Press, 2004.

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Cohen, Yinon. War and social integration: The effects of the Israeli-Arab conflict on Jewish emigration from Israel. Tel Aviv, Israel: Golda Meir Institute for Social & Labour Research, 1987.

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Gomel, Elana. The pilgrim soul: Being a Russian in Israel. Amherst, NY: Cambria Press, 2009.

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Ben-Ezer, Gadi. The Ethiopian Jewish exodus: Narratives of the migration journey to Israel 1977-1985. London: Routledge, 2002.

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Remennick, Larissa I. Russian Jews on three continents: Identity, integration, and conflict. New Brunswick, N.J: Transaction Publishers, 2012.

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Anita, Shapira, red. Israeli identity in transition. Westport, Conn: Praeger, 2004.

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J, Bade Klaus, Troen S. Ilan 1940- i Hubert H. Humphrey Center for Social Ecology., red. Zuwanderung und Eingliederung von Deutschen und Juden aus der früheren Sowjetunion in Deutschland und Israel: Deutsch-israelisches Symposium am Hubert H. Humphrey Institute der Ben-Gurion-University of the Negev in Beer-Sheva, Israel, 13.-17. Oktober 1991. Bonn: Bundesministerium des Innern, 1993.

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Shabtay, Malka. "Hakhi aḥi": Masaʻ ha-zehut shel ḥayalim ʻolim me-Etyopyah. Tel-Aviv: Ts'eriḳover, 1999.

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Części książek na temat "Social integration – israel"

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Shuval, Judith T., i Judith Bernstein. "Social Values and Health Policy: Immigrant Physicians in the Israeli Health-Care System". W Immigration and Integration in Post-Industrial Societies, 127–43. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24945-9_8.

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Davidovitch, Nitza, Dan Soen i Yaacov Iram. "Academic Education of Israeli Arabs: Transitions from 2006 to 2016 and the Impact on Their Social Integration". W Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–20. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-38909-7_13-1.

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Davidovitch, Nitza, Dan Soen i Yaacov Iram. "Academic Education of Israeli Arabs: Transitions from 2006 to 2016 and the Impact on Their Social Integration". W Handbook of Comparative Studies on Community Colleges and Global Counterparts, 273–92. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-50911-2_13.

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Sela-Sheffy, Rakefet. "What Does It Take to Be a Professional Translator? Identity as a Resource". W Knowledge and Space, 89–111. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24910-5_5.

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AbstractThis study’s author proposes integrating the lens of identity research into critical discussions of professions, questioning the role of professionalization as a status mechanism. Addressing under-professionalized occupational domains, drawing largely from Bourdieu, she conceives “professionalism” as symbolic capital negotiated by workers, to account for the ambiguity of professional knowledge and skills. She views professional competencies as socially learned and controlled, embodied in workers’ dispositions and self-perception (and not in institutional regulation). Translators provide a quintessential (though under-researched) case of extremely under-professionalized occupation, despite being in great demand. Using in-depth-interviews and miscellaneous popular documents, the author analyzes Israeli translators’ discursive construction of professional identities as where their professional capital is produced. She shows that translation sectors engage in counter-professionalization—the deliberate rejection of formalization and standardization—as a prevailing status strategy. Locating professionalism in personal natural abilities, she reveals how this strategy helps rebutting the image of unqualified workers, providing the axis for this occupation’s status structure.
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Ben-Rafael, Eliezer. "Language Revival, Integration, and Élitism". W Language, Identity, and Social Division, 49–65. Oxford University PressOxford, 1994. http://dx.doi.org/10.1093/oso/9780198240723.003.0006.

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Abstract Rabbi Yonatan of Bet Guvrin (Elentheropolis) describes the linguistic-cultural reality of Palestine during the second century AD as follows: ‘There are four languages which are worthy of common use-Greek for poetry, Latin for battle, Syriac (Aramaic) for lamentation, and Hebrew for speech’ (quoted by Greenfield 1978: 154). The description of the dominant culture in contemporary Israel offers a picture of no fewer contradictions. This culture has been shaped by immigrants who had experienced the crisis of East European Jewry in the late nineteenth and early twentieth centuries (see Vital 1975). ‘Prior to independence (1948),’ say Horowitz and Lissak, ‘the waves of immigration to Palestine were, for the most part, ideologically motivated [which] fueled the separatist tendencies that made the Yishuv [the pre-state Jewish community of Palestine] a quasi-autonomous society’ (Horowitz and Lissak 1989: 6). Zionist ideology, which consists of the Jewish nationalism defining Israel as the motherland of all Jews in the world, continues to determine fundamental political positions in Israel today.
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Razin, Assaf. "Rising Cost of Occupation". W Israel and the World Economy. The MIT Press, 2018. http://dx.doi.org/10.7551/mitpress/9780262037341.003.0010.

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Since 1967 when Israel when the West Bank and Gaza Strip occupation begun, there has been increasingly taxing social-economic effects on Israel. The second uprising broke out after the collapse of the OSLO agreements, in the early 2002. The Israeli economy was hit twice. It was first hit by the dotcom crash in the US; second, by the 2000-2005 Palestinian . The drastic effects on the Palestinian economy which shortly after split in to two political units (the West bank, controlled by the Palestinian Authority, and the Gaza Strip controlled by Hamas). Especially the Gaza strip economy got down to the level of humanitarian crisis. that the early 2000s shock had relatively small effect on the long-term trajectory of Israel's real GDP. The effect on the Israeli economy of the second Intifada shock was mild, and short-lived. globalization proved to be a “shield” against the Palestinian-Israeli military conflicts and regional trade obstacles for the Israeli economy. This means, that the Israeli economy is exposed, however, to alarming long run risks. If, and when, the Palestinian-Israeli conflict, and the long occupation of the of the West Bank territory would trigger political conflicts between Israel and its trade-and-finance partners, this “shield”, provided by Israel high level of integration with the global economy, may break down.
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Noam, Eli. "Israel". W Television in Europe, 259–66. Oxford University PressNew York, NY, 1992. http://dx.doi.org/10.1093/oso/9780195069426.003.0024.

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Abstract Israel’s broadcasting system has been strongly shaped by its use as an instrument of social and cultural integration in a heterogeneous society in the midst of periodic warfare. The government has been reluctant to loosen its control, whether by expansion of channels or by liberalization of entry. However, alternative media options such as pirate cable television, Arab countries’ TV stations, and VCRs forced a change. The consequence was the establishment of cable television and of a second broadcast channel, with the likelihood of satellite program activities. These developments have paved the way to a more diverse television landscape in Israel.
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Mizel, Omar. "Perspective Chapter: Visible or Invisible? Arab Students in the Israeli Academic World". W Higher Education - Reflections From the Field [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.110077.

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Multicultural environments in academic institutions face major challenges in teaching, learning, and social integration. Although the number of Arab students attending institutions of higher education in Israel has increased, the Arabic language has little presence in the Israeli academic world. This article explores the results of teaching Arab students in their language. Can it have a positive influence on their feelings of belonging and can it enable them to integrate more successfully in academic settings? teaching in Arabic alongside Hebrew in Israeli academia enhanced feelings of belonging in Arab students. They developed a sense of belonging to their institution and their integration grew.
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"Social Justice, Identity Politics, and Integration in Confl ict-Ridden Societies: Challenges and Opportunities in Integrated Palestinian–Jewish Education in Israel". W Handbook of Social Justice in Education, 156–69. Routledge, 2009. http://dx.doi.org/10.4324/9780203887745-19.

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Marglin, Jessica M. "Epilogue". W Across Legal Lines. Yale University Press, 2016. http://dx.doi.org/10.12987/yale/9780300218466.003.0009.

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This concluding chapter returns to the Assarraf family, tracing some of the descendants' trajectories out of Morocco and across the Moroccan-Jewish diaspora to France, Israel, and the United States. In reflecting on the departure of the vast majority of Morocco's Jews for Israel, Europe, and the Americas, the chapter reinserts law into the broader story of Jews' experience in modern North Africa. The far-flung traces of Jews' legal lives in nineteenth-century Morocco tell a story about mobility in the context of inequality, about integration in the face of high social and legal barriers, and about the deceptions of colonial modernity. The chapter also considers how these stories make us rethink the nature of interreligious relations and the place of law in both transcending and reinforcing hierarchies of difference.
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Streszczenia konferencji na temat "Social integration – israel"

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Aizenberg, Merav, i Gila Cohen Zilka. "E-Readiness of Preservice Kindergarten Teachers for Teaching Practices During the COVID-19 Lockdown Period [Abstract]". W InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4969.

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Aim/Purpose: This study examined the distance teaching practices that early childhood pre-service teachers chose for working with kindergarten students during the COVID-19 lockdown. Background: The spread of the coronavirus resulted in a state of emergency, lockdowns, isolations, and social distancing in Israel. As a result of the lockdown, kindergartens were closed, and learning continued distance teaching. Methodology: In this study, we examine the perception of the role of the coaching kindergarten teacher in the process of integrating and coaching students at the be-ginning of their practicum in kindergarten, during the COVID period, from the perspective of the students. The study involved 32 female preservice teachers studying at teacher training institutions in Israel. The study used the qualitative research method. Contribution: Imparting knowledge, tools, and skills for working in this environment could have led to more significant teaching during the COVID-19 lockdown period by some of the participants in the study. Findings: The data analysis revealed that preservice teachers could be divided into three categories: (a) those who adopted distance teaching (12.5%), (b) those who sent asynchronous messages (21.8%), and (c) those who initiated distance learning activities (65.6%). Participants raised three issues: (a) communication and interactions, (b) characteristics of the preservice teachers, and (c) attitudes, tools, and technological skills of the preservice teachers. The findings revealed differences in the resilience and efficacy of the preservice teachers, including creativity, endurance, independence, flexibility, and the degree of e-readiness for teaching in a digital environment. These differences affected the choice of distance teaching practices. Recommendations for Practitioners: Knowledge strengthens the sense of mental resilience; therefore, it is necessary to enhance the digital readiness of students in early education teaching programs. The process of training preservice teachers must include teaching practices in a digital environment, thereby expanding the students’ “toolbox” and increasing their e-readiness for effective integration of the digital environment. Recommendations for Researchers: The findings of the study can be applied in periods when it is not possible to meet face-to-face, with remote populations in the periphery, and in joint learning of kindergarten teachers, parents, and children within the framework of homeschooling in geographically distant areas, carried out remotely and not face to face. All the preservice teachers who participated in the study and all the parents of the children in the kindergartens had full access to the Internet and application's; therefore, the findings of the present study can be applied only to populations that have access to the Internet. For populations that have partial access, the data may be applied only partially. Impact on Society: It is important that kindergarten teachers initiate distance learning with the children and parents on an ongoing basis, not only during emergencies and crises, on various topics, for example, the online activities program focusing on the seasons of the year. Parents can write texts with their children and all kindergarten children can see them; they can document trees in various situations—the falling of leaves and blossoming—and share with all the kindergarten children and their parents in a dedicated forum; watch a show online with the all the children and their parents; send videos and allow responses on the common forum to the kindergarten staff, children, and parents. In addition, in the process of preservice teacher training, students must acquire social-emotional skills and cultivate a sense of resilience, empathy, self-efficacy, growth mindset patterns, decision-making ability, self-awareness, self-management, social awareness, interaction management, and responsibility. Future Research: The sample included 32 preservice teachers in early education, in the final year of their training, and examined the practices chosen by the preservice teachers during the first COVID-19 lockdown. Further studies, following subsequent closures, may show a better adaptation to distance teaching because of the experience gained in the meantime. Future studies should examine the distance teaching practices that teachers have used in practice during the closure periods, and what factors advanced and hindered distance learning.
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Alvakili, Noha. "The educational system as an integration factor of National minorities in israeli society". W International Scientific Conference “30 Years of Economic Reforms in the Republic of Moldova: Economic Progress via Innovation and Competitiveness”. Academy of Economic Studies of Moldova, 2022. http://dx.doi.org/10.53486/9789975155649.10.

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The modern world, in this era, is progressing with giant strides in the direction of becoming a multicultural society. It is recognized in a profound examination of processes occurring in diverse societies over the past two decades, similarly to issues of multiculturalism are no longer as unequivocal as predicted at the end of the 20th and beginning of the 21st century. From the start, the multicultural approach was formulated against a background of establishing cultural rights, recognizing the importance of cultural rights as part of individual rights and a core component of individuals’ belonging to a group and their social and later, also national identity. This article will try to present the existing reality in the Israeli education system, and to examine the ways for dealing with the growing trend.
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