• Citer

Trajectoires et expériences enseignantes au sein de l’école bilingue Max RayneYad be Yad (Jérusalem)

par Mellal, Lamia
Référence Revue du monde musulman et de la Méditerranée, 154, page (184-202)
Publication Publié, 2023

Article révisé par les pairs

• Détails
• Contenu

Résumé :

Between 1984 and 2006, eight bilingual (Arabic-Hebrew) schools were opened in Israel. These schools, which promote a mixed education between Israeli Jews and Palestinians, represent an extreme minority and are very different from the traditional school system. For the founders, the multicultural model of schools was supposed to educate a new generation of Arab and Jewish citizens who would be more tolerant toward the history of the Other and thus forge the conditions for an egalitarian and inclusive society. However, if the official discourse of these schools portrays a coherent and homogeneous educational project, my study of the trajectories and experiences of teachers conducted in 2019 shows that a multiplicity of individual projects coexist within these institutions. The aim of this article is to illustrate the diversity of reasons that prompt Israeli and Palestinian teachers to join the schools of Yad be Yad by showing, notably, how the personal motivations of these actors shape their daily experience of school.