Inclusion and equity in Israeli education: the Mizrahi perspective

Abstract

Abstract Narratives related to Mizrahi Israelis (Jews with origins in Arab and Muslim countries) invite reexamination of existing, predominantly Western, educational processes. More specifically, these narratives may prove to offer an opportunity to reexamine intercultural education and to adapt its concepts and practices to present day needs. Based on a comprehensive literature review and qualitative research in which 23 in-depth, semi-structured interviews were conducted, this article presents an educational model, that aspires to reduce educational and social disparities between ethnic groups. At the same time, it serves the social-emotional needs of students in the current cultural context. Several definitions of Mizrahi (and to some extent Ashkenazi) identity will be presented, followed by general data with respect to ethnic disparities in Israeli education. The general educational rationale will then be described. It translated into six distinct educational principles (Collectivity, Dialogue, Tradition, Identity, Diversity and Life) arranged into three interconnected layers: Foundation, Cultural Bridge and Implementation layers. This model can help create more inclusive learning environments and address long-standing educational disparities in the Israeli context. The paper concludes with four main courses of action for inclusive and equitable education as well as suggestions for future research.

Keywords

• Disparities
• Diversity
• Education
• Equity
• Ethnicity
• Inclusion